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The Loss of Negative Concord in Standard English: A Case of Lexical Reanalysis
Author: Amel Kallel
Date Of Publication: Apr 2011
Isbn13: 978-1-4438-2738-6
Isbn: 1-4438-2738-X
The loss of Negative Concord (NC) has long been attributed to external factors. This study readdresses this issue and provides evidence of the failure of certain external factors to account for the observed decline and ultimate disappearance of NC in Standard English. A detailed study of negation in Late Middle and Early Modern English reveals that the process of the decline of NC was a case of a natural change, preceded by a period of variation manifested in the obtained S-curves for all the contexts studied. Variation existed not only on the level of the speech community as a whole but also within individual speakers (contra Lightfoot, 1991). A close study of n-indefinites in negative contexts and their ultimate replacement with Negative Polarity Items (NPIs) in a number of grammatical environments shows that the decline of NC follows the same pattern across contexts in a form of parallel curvature, which indicates that the loss of NC is a natural process. However, this study reveals that the decline is not constant across time and thus the Constant Rate Hypothesis (Kroch, 1989) does not, in that respect, fully account for this change. Context behaviour suggests an alternative principle of linguistic change, the Context Constancy Principle. A Context Constancy Effect is obtained across all contexts indicating that the loss of NC is triggered by a change in a single underlying parameter setting. Accordingly, a theory-internal explanation is suggested. N-words underwent a lexical reanalysis whereby they acquired a new grammatical feature [+Neg] and were thus reinterpreted as negative quantifiers, rather than NPIs. This lexical reanalysis was triggered by the ambiguous status of n-words between [±Neg] and thus between single and double negative meanings. This change is treated as a case of parameter resetting as this lexical reanalysis affected a whole set of lexical items and can thus economically account for the different observed surface changes.
Amel Kallel is an Assistant Professor of Linguistics, a member of the Linguistic Association of Great Britain and of the Philological Society. She graduated from the University of Reading, lectured at the Witan International College, Reading, in the UK, and later at Birmingham City University. She is currently working at the University of Kairouan, Tunisia. Her research areas include Historical Linguistics, Sociolinguistics and Language Variation and Change. She has published in Language Variation and Change amongst other linguistic journals.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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