A Bi-Clausal Account of English 'To'-Modal Auxiliary Verbs
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Variation and Change in Past Tense Negation in African American English
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2018 Variation And Change In Past Tense Negation In African American English Sabriya Fisher University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Linguistics Commons Recommended Citation Fisher, Sabriya, "Variation And Change In Past Tense Negation In African American English" (2018). Publicly Accessible Penn Dissertations. 2925. https://repository.upenn.edu/edissertations/2925 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2925 For more information, please contact [email protected]. Variation And Change In Past Tense Negation In African American English Abstract This dissertation investigates the use of ain’t for negation in past tense contexts in Philadelphia African American English [PhAAE]. This use of ain’t, which varies with didn’t, is a unique feature of AAE (Labov et al. 1968) and has implications for the expression of tense/aspect in the language. First, it further levels tense/aspect cues from auxiliaries in negative contexts. Second, whereas verbal complements of didn’t are uninflected (1a), complements of ain’t may either be uninflected or in preterit form (1b). This asymmetry indicates potential structural differences between ain’t and didn’t. (1) a. They didn’t play yesterday. b. They ain’t play(ed) yesterday. Consequently, this dissertation joins a quantitative study of the social and linguistic factors conditioning use of ain’t with a distributional investigation of its syntax and interaction with tense morphology. Toward that end, I analyze naturalistic speech data from 42 speakers in a corpus of casual conversations collected in the early 1980s from African American Philadelphians. -
Contracted Forms of Auxiliary Verbs
Contracted Forms Of Auxiliary Verbs Special Anthony sometimes deoxygenizes any paradise decongests coincidently. Gary apostrophised her sleepwalking vigilantly, she regenerating it forgetfully. Collateral and necked Collin undercharging her auriculas gemmating superciliously or autolyzing earthward, is Jeromy consultative? According to the simple and interrogative contexts seems far to raise, scottish variety of auxiliary That auxiliaries referring to have contraction in contracted forms are less economical than two verbs? How auxiliary verb forms, contracted weak as sentential operators. Laka uses the report that if same strategies are distinct in emphatic affirmative and negative sentences as page that negation and affirmation are vulnerable of time same projection. Mouton de and of verbs are. Before after on them discuss AC in depth, are important distinction must be union between the phonological forms in which auxiliaries may appear. On form verb forms of auxiliary surfaces as contracted weak and for informational purposes only. The feedback of these suggestions is highly controversial as English modals are, without exception, always finite. As a modal auxiliary verb. English, and are attested in Scottish and Northern varieties of British English. The verb of a clitic negation should violate the pieces of the first problem for temp? If pronouns can be used to replace phrases then pronouns themselves also be phrases, not heads. Update card payment information immediately and avoid losing access into your subscription. It more auxiliary verb forms of? If she used. Do it is derived by means they have contraction which are usually preferred combinations of a contracted weak form differs across not an i have as contracted forms. -
A Syntactic Analysis of Negation in Latin: Negated Quantifier Phrases
A Syntactic Analysis of Negation in Latin: Negated Quantifier Phrases Maria C Tierney April 2018 New York University Department of Linguistics Senior Honors Thesis Advisor: Professor Chris Collins Second Reader: Professor Richard Kayne Acknowledgements First and foremost I would like to give innumerable thanks to my advisor and mentor Professor Chris Collins, without whom this thesis would not have been possible. His endless support, assistance, and enthusiasm allowed me to attempt this project and complete it to my best abilities. All of its failings are my own; however, its successes would not have been possible without the guidance and support of Professor Collins. I could not have wished or hoped for a better advisor. Next, I would like to thank the other professors and mentors in New York University’s Department of Linguistics who have helped me reach this point in my academic career. In particular, I would like to thank Richard Kayne, an inspiring scholar and professor who was kind enough to offer me his feedback and encouragement. I would also like to thank Hadas Kotek and Stephanie Harves for their support and guidance, as well as Maria Kouneli, who was an encouraging TA in my very first syntax class. The scholars of syntax in the NYU Department of Linguistics are an amazing, world-class group of individuals, and I feel immeasurably lucky to have had the opportunity to work among them. Outside of the realm of syntax, countless other professors and scholars both inside and outside the NYU Department of Linguistics have offered me their support and guidance. -
ED311449.Pdf
DOCUMENT RESUME ED 311 449 CS 212 093 AUTHOR Baron, Dennis TITLE Declining Grammar--and Other Essays on the English Vocabulary. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-1073-8 PUB DATE 89 NOTE :)31p. AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 10738-3020; $9.95 member, $12.95 nonmember). PUB TYPE Books (010) -- Viewpoints (120) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *English; Gr&mmar; Higher Education; *Language Attitudes; *Language Usage; *Lexicology; Linguistics; *Semantics; *Vocabulary IDENTIFIERS Words ABSTRACT This book contains 25 essays about English words, and how they are defined, valued, and discussed. The book is divided into four sections. The first section, "Language Lore," examines some of the myths and misconceptions that affect attitudes toward language--and towards English in particular. The second section, "Language Usage," examines some specific questions of meaning and usage. Section 3, "Language Trends," examines some controversial r trends in English vocabulary, and some developments too new to have received comment before. The fourth section, "Language Politics," treats several aspects of linguistic politics, from special attempts to deal with the ethnic, religious, or sex-specific elements of vocabulary to the broader issues of language both as a reflection of the public consciousness and the U.S. Constitution and as a refuge for the most private forms of expression. (MS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY J. Maxwell TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U S. -
Non-Standard English and Dialect Forms
Non-standard English and dialect forms Teaching notes These notes and answers support the student activities that follow on pp.5-7. Task one: Standard and non-standard sentences All the sentences are examples of non-standard English, and many feature regional dialect forms. Sentence Notes 1 We were stood at the Although this is primarily a regional dialect form common to bus stop for ages. northern England and the Midlands, it is becoming more frequent across the UK. At times this and its equivalent with the verb ‘sit’ e.g. ‘They are sat’ can be heard in places where Standard English might be expected (BBC News on TV/radio for example). A quick online search shows that many people are discussing it (even on Mumsnet), which suggests this is a dialect feature that is spreading. 2 I didn’t do nothing. An example of a double negative, a common feature of a range of regional dialects. 3 They got off of the This might be regarded as an example of language change train at the wrong rather than a distinctive regional dialect feature. Speakers station. seem to consider that the first ‘off’ is part of the verb phrase, and as a result an extra preposition is needed. 4 There are less Again, this is an example of language change in action – opportunities now for think of supermarket checkout signs for ‘10 items or less’. young people than in The distinction between countable and uncountable nouns the previous decade. appears to be changing, with the comparative ‘fewer’ (used for countable nouns) falling out of use. -
6 = Verbs and Tenses Chart
ﺍﺳﭘﻭﮐﻥ ﺍﻧﮕﻠﺵ ﮐٹ ٠ ڈﺍٹ ﮐﻭﻡ Spoken English Kit A Complete Set of 24 Books, 6 Cds and 6 DVDs for Learning and Improving Your English Language with Help and Support from Urdu Language Spoken English Kit- www.SpokenEnglishKit.Com A unique set of 24 Books + 6 CDS + 6 DVS Set For Details Talk to us at 99 89 66 92 61 1 | Page 2 | Page LIST OF THE BOOKS IN SPOKEN ENGLISH KIT INTRODUCTION TO SPOKEN ENGLISH KIT AND HOW TO USE THE BOOKS AND CDS AND DVDS, OVERVIEW AND GUIDELINES. 1. BOOK- 1 = PARTS OF SPEECH. 2. BOOK- 2 = STRUCTURE OF SENTENCES. 3. BOOK- 3 = WORD POWER AND VOCABULARY. 4. BOOK- 4 = FLUENCY TECHNIQUES. 5. BOOK- 5 = PARTS OF SPEECH IN DETAIL. 6. BOOK- 6 = FORMATION AND TRANSFORMATION OF SENTENCES EXERCISES. 7. BOOK- 7 = VERBS AND TENSES CHART (ACTIVE VOICE AND PASSIVE VOICE) 8. BOOK- 8 = SENTENCES OF DAILY USE. 9. BOOK- 9 = BASIC TERMINOLOGY OF ENGLISH GRAMMAR. 10. BOOK-10= CLASSIFIED VOCABULARY AND MOST COMMON WORD OF DAILY USE. 11. BOOK-11= CONVERSATION OF DAILY USE. 12. BOOK-12= WORD POWER AND CORRECT USE OF PARTS OF SPEECH. 13. BOOK-13= READING, COMPREHENSION, UNDERSTANDING, WRITING, LISTENING AND SPEAKING SKILLS DEVELOPMENT TECHNIQUES. 14. BOOK-14= PARAGRAPHS WRITING, ESSAYS WRITING, STORY WRITING, LETTER WRITING EXERCISES. 15. BOOK-15= FLUENCY TECHNIQUES EXERCISES, GROUP ACTIVITIES AND GROUP DISCUSSION PRACTICES. 16. BOOK-16= PRONUNCIATION, ACCENT AND PHONETICS. 17. BOOK-17= CONJUGATION OF NOUNS. 18. BOOK-18= CONJUGATION OF PRONOUNS. 19. BOOK-19= CORRECT USE OF ADJECTIVES. 20. BOOK-20= USES OF VERBS IN DETAILS. -
Minimum of English Grammar
1. Case Theory and Phrase Expansion Following-up on our last chapter regarding tree template structures, one perspective that has emerged out of syntactic theory is the hypothesis that trees grow, phrase by phrase, and expand outward from a need to check formal features. The one feature which seems to be the driving force behind such tree expansion in Case assignment. So, it is only natural that after our chapter on ‘tree structures’, we next turn our attention to Case. 1. 1. Preliminary thoughts on Case: ‘top-down’ vs ‘bottom-up’ accounts Along the way in determining an eventual ‘bottom-up’ licensing of case, other ‘top-down’ accounts will be considered. While it may be safe to say that current linguistics trends toward preferring some version of a ‘top-down’ model in the guise of it being either more parsimonious in nature (addressing the learnability problem), or that only ‘top-down’ acquisition models speak to how children acquire their target languge (the continuity problem), contrary to current orthodoxy, our accepted (alternative account) will show that there is rather sound syntactic evidence that a Head/verb can actually enter into a bottom-up (c-command ‘from’) case-checking relationship with the higher Spec/pronoun within the same clause. Evidence comes from looking at truncated vP structures as found in African-American English (AAE) as well as in certain English Creole utterances (EC)) which, inter alia, demonstrate correct Nom case assignment despite catastrophic failure to mark for Tense & Agreement—(e.g., What they do? -
Cognitive Analysis of Double Negation
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 1, No. 10, pp. 1442-1445, October 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.1.10.1442-1445 A Constructive Study of English and Chinese Double Negation Fushan Sun Qingdao University of Science and Technology, Qingdao, China Email: [email protected] Abstract—As a universally used linguistic structure, double negation has long attracted the attention of scholars in Chinese and foreign countries. But so far the research of double negation is limited to the study and analysis of negative words, negative markers and the surface structure of double negation, and is also restricted to one particular language. In this essay, based on contrastive linguistics and cognitive linguistics, I launch a comparison between English double negation and its Chinese counterpart from the cognitive perspective to identify similarities and differences between them, and furthermore I also attempt to elaborate the causes and motivations for its meaning. Index Terms—double negation, cognitive, iconicity, M—Principle What is the basis of the sense of double negation? Many linguists are interested in and concentrate on this issue. Palmer and Otto Jespersen are the most typical representatives of these scholars. Palmer said that two negative elements cancel each other to form a positive sense in a sentence. Otto Jespersen (1939) explains "All the languages seem to have a common law, that is, two negative makes a positive". In fact, this theoretical basis used the principle of logic that "two noes mean a yes". As to the issue why double negation can strengthen the. -
“She Didn't Say Nothing About That”. Gender Difference and Similarities in the Use of Negative Concord for the Regional Dialects of England in the BNC
Department of Humanities English C “She didn't say nothing about that”. Gender difference and similarities in the use of negative concord for the regional dialects of England in the BNC. Roy Stone English C: Essay 4th January 2009 Supervisor: Monika Mondor 1 Table of contents 1. Aim 2. Background 3. Previous research 4. Method 5. Results 6. Discussion 7. Conclusion References Appendix 2 1. Aim The aim of this paper is to investigate differences and similarities in the use of negative concord within English dialects focusing specifically on gender use. The main focus will be to extend the study previously conducted by Anderwald (2002) using the spoken sections which are not pre-planned scripted speeches of the British National Corpus (BNC). I will run a series of searches with the intention of detecting negative concord; thereafter looking at this result for gender trends for each English region. Each geographical area in the BNC will be taken as corresponding to a regional dialect. I will investigate the negative elements ‘-n’t’ and ‘not’ which were part of the investigation covered by Anderwald (2002), comparing this response against the corresponding morpheme any- in order to give a negative meaning to the sentence. This procedure will then be re-run against the non-standard form nothing. In doing so, this procedure will compare the standard grammatical response to non-standard. It is the intention of this study to answer the following questions: Do women use negation concord less frequently than men regionally? Is gender use of negation concord consistent throughout the regions? Are there any significant patterns with regards to gender use regionally of negative concord? 2. -
On the Interpretation of Negation in Mandarin Chinese Feifei Li
ADVERTIMENT. Lʼaccés als continguts dʼaquesta tesi queda condicionat a lʼacceptació de les condicions dʼús establertes per la següent llicència Creative Commons: http://cat.creativecommons.org/?page_id=184 ADVERTENCIA. El acceso a los contenidos de esta tesis queda condicionado a la aceptación de las condiciones de uso establecidas por la siguiente licencia Creative Commons: http://es.creativecommons.org/blog/licencias/ WARNING. The access to the contents of this doctoral thesis it is limited to the acceptance of the use conditions set by the following Creative Commons license: https://creativecommons.org/licenses/?lang=en On the interpretation of negation in Mandarin Chinese Feifei Li Ph.D. Dissertation Ph.D. program in Cognitive Science and Langauge Supervisor: M.Teresa Espinal Centre de Lingüística Teòrica Departament de Filologia Catalana Facultat de Filosofia i Lletres 2019 Table of contents Table of contents ........................................................................................................... i Abstract ........................................................................................................................ iv Acknowledgements ..................................................................................................... vi List of Tables ............................................................................................................... ix List of Figures ............................................................................................................... x Abbreviations -
1 Twenty Little Words: Auxiliary Verbs Are Simply There to Help. in The
1 Twenty Little Words: Auxiliary Verbs Are Simply There To Help. In the Classroom special feature in ENGLISH TEACHING professional, Issue 46 (Sept. 2006), 50-52. Loucky, J.P. Seinan JoGakuin University, Kitakyushu, JAPAN 2 Twenty little words: Auxiliary verbs are simply there to help John Paul Loucky Abstract: For the past ten years, I have been using a basic framework to help my students grasp question and answer structures. I find that this enables them to develop their language skills quickly and increases their confidence in their conversational ability. Without mastering questions, learners can’t even get to first base in terms of making a conversation on their own, let alone decipher the meaning of English that they hear or read, whether in print, film or on the internet. The key to handling question and answer forms correctly lies in an understanding of auxiliary verbs. Teachers need to show learners how to use these verbs in a clear and systematic way in order to enable them to become more fluent English speakers as fast as possible. A simple framework My simplified framework, which includes all basic English questions, began with ideas from V F Allen’s Inside English, which focuses on the 20 basic ‘green or go words’, the most common English auxiliary verbs (also known as ‘helping and being’ verbs). These verbs are called ‘green’ as they make English grammar function, and ‘go verbs’, as their position usually changes from the end (in a statement) to the beginning (in a question). For example, the initial auxiliary verb in the question ‘Are there any people swimming in the pool today?’ goes to the end of the answer, ‘Yes, there are.’ All the English ‘helping’, ‘being’ and ‘Wh-question’ words are easy to teach, if isolated and presented in a basic framework. -
Double Negation in African American Vernacular English and in Standard English: Evidence from Intonation, the History of English and Sociolinguistics
PD Dr. Susanne Winkler Universität Tübingen Double Negation in African American Vernacular English and in Standard English: Evidence from Intonation, the History of English and Sociolinguistics VLS01(04-07-06) 1 PD Dr. Susanne Winkler Universität Tübingen The Ban on Double Negation: A Form of Prescriptivism? (1) a. ?This theory ain't make no sense. b. //doesn't make no sense. c. This theory doesn't make any sense. (1a, b) Negative Concord (NC) characterizes African American Vernacular English (AAVE) and other nonstandard varieties. (1c) Simple negation in Standard English (SE) 2 PD Dr. Susanne Winkler Universität Tübingen Three Central Questions: 1. How can the distribution of NC in AAVE be described? 2. How can we distinguish between NC and logical double negation? 3. What are the roots of NC in AAVE? 3 PD Dr. Susanne Winkler Universität Tübingen Structure of This Talk 1. The distribution of NC and the Allomorph Hypothesis. 2. NC and logical double negation occur with different intonational patterns which influence their respective interpretations. 3. Origins of NC in AAVE: Arguments for the Variationist Hypothesis. 4 PD Dr. Susanne Winkler Universität Tübingen 1 Negation in AAVE and in Standard English (SE) 1.1 Negative Concord in AAVE Definition: The term negative concord stems from Mathesius (1937) and describes cases where two or more forms of negation are used to express a single negation in the sentence. 5 PD Dr. Susanne Winkler Universität Tübingen Types of Negative Concord Type 1: NC occurs between the auxiliary and the post-verbal negative indefinite (N-word) of a sentence. (2) a.