TWO MODEL SYSTEM OF INTERROGATION AND NEGATION IN ENGLISH: THE ORIGIN AND TEACHING PROBLEMS

ABSTRACT

The article considers the English two model system of interrogation and negation, being a difficulty in teaching negative and interrogative constructions. The phenomenon is reported to derive from the Celtic and Germanic interaction during the formation of English. The article shows the ways how to apply the results of historical and linguistic research for the aims of teaching. Besides, the terms dependent and independent are suggested for the verbs forming the constructions of the both models.

АННОТАЦИЯ

В статье рассматривается феномен двух моделей построения вопросов и отрицаний в английском языке и сложности с усвоением этого явления при практическом обучении языку.  Отмечается, что двухмодельное конструирование вопросов и отрицаний стало результатом кельтско-германского взаимодействия в период складывания английского языка. В статье показано, как данные исторических и лингвистических исследований могут применяться при обучении английской грамматике. Предлагается ввести в учебную практику термины самостоятельные и несамостоятельные для обозначения классов глаголов, формирующих один или другой тип конструкции.

Keywords: teaching interrogation in English, teaching negation in English, Celtic influence on English

Ключевые слова: обучение английским вопросительным конструкциям, обучение английским отрицательным конструкциям, кельтское влияние на английский

Constructing questions and negatives in simple verb tenses is one of the basic grammatical topics with which studying English begins. However, it often happens that after many years of language classes, even if they have a significant vocabulary, students are unable to ask a question or construct negation grammatically correctly in the Present or Past Simple tense. The traditional methods of teaching these constructions through repetition often turn out to be inefficient. The reason for such difficulties seems to be a peculiar grammatical phenomenon of the English language, which may be referred to as the two-model system of questions and negations. It is well known to specialists, but is not named and clearly described for students. The origin of this phenomenon, not typical of most languages, has been investigated and revealed [1; 2; 5, 272-274]. The purpose of the article is to show how applying to the history of the English language can help to solve a teaching problem.

The two-model system of questions and negations compounds two different schemes for constructing a question or negation depending on the predicate verb. For most verbs, there is the system, in which the construction of questions and negations is carried out through a phenomenon called do-support in English grammars. With this scheme, grammatical functions indicating person, number and purpose of an utterance are assigned to the conjugated auxiliary verb, while the semantic verb remains unchanged. Alongside that scheme, for a small number of verbs, a different model exists: questions are formed by placing these verbs at the beginning of the sentence, whereas negations are formed by adding the particle not after the verb. The indication of the statement purpose and naming the action are combined in one verb. This scheme works for only a few English verbs, representing an exception to the general do-support rule. However, the verbs of this model - be, must, can, may - belong to the category of the most frequent ones. That situation of two model grammar constructions for different verbs causes problems for students: when using some verbs, a person has to follow a definite grammatical model; using other verbs a person has to choose another grammar form.

It should be noted, that the above situation, which distinguishes English from other Germanic languages, did not always exist. Until the 15th century, as in other Germanic languages, questions were asked by moving the verb forward, and negations were built by adding a particle. So, how did it occur that the interrogative-negative scheme of another kind, called do-support, appeared in the English language? The research into late medieval and early modern era sources discovered the emergence of do-support in the 14th century and then the growth of the phenomenon until it became the predominant option in the 17th century.

Various hypotheses have been put forward to explain the origin of do-support. For example, at the beginning of the 20th century, it was suggested that the fashion for do-support was introduced by poets. During the English Renaissance, poetic speech was not only a literary phenomenon. Parties were held in which the participants communicated only using rhythmic phrases. Monosyllabic particles do, does, did turned out to be a convenient element of a poetic speech. Most modern researchers, however, reject this assumption, considering the poetic circle to be too narrow to influence a significant transformation of grammar. [6, 162-163]

The most widespread hypothesis in the modern field of research is the one that links the emergence of do-support with the influence of the Celtic group of languages on English. The main argument in favour of this version is the fact that the do-support phenomenon, which is not typical of Germanic languages, is inherent in Celtic languages [3, 53], spread in the same region and time where and when the English language was formed. English, classified as a Germanic language, derived from the Germanic-speaking people who came to the British Isles in the early Middle Ages and brought statehood, writing and new agricultural technologies to their new land. These people compounded a new elite and had to interact with local Celtic speaking residents. Due to archaeological evidence for funeral rite, probobal Germanic speaking people were no more than a tenth in relation to probobal Celtic speakers. Meanwhile, in the English language vocabulary, beyond the toponymy, there are very few words of the Celtic origin. The researchers have long been interested in the issue: how could it happen that the English language, formed on the basis of Germanic dialects, has practically been devoid of the Celtic influence? It may be at least partly explained with the hypothesis that the Celtic influence on English manifestedmainly in grammar. The need to interact with the new administration led to the fact that the Celtic speakers used the Germanic vocabulary, constructing their statements within the laws of the Celtic grammar. [4, 272-274]. Thus, the two-model system of questions and negations can be considered as a result of the Celtic and Germanic interaction at the stage of the English language formation.

It seems that historical and linguistic research into the origins of the two-model system of questions and negations can be used in formulating and then solving some problems in teaching interrogative and negative constructions.

First of all, a review of historical and linguistic literature on the do-support origin shows a terminological uncertainty, which makes it more difficult for students to master the topic. Despite being a fundamental phenomenon of English grammar, the two-model system of questions and negations has not received a generally accepted designation. The linguists consider the origin of do-support, comparing this phenomenon with the other scheme of constructing questions and negations, which has Germanic roots, without denoting by any term the fact of coexistence in the English language of two different constructions with one semantic function. The phenomenon is studied, but not marked. A similar approach exists in grammars intended for students. Students are taught to work with two different constructions for different verbs within a single Simple Tense framework, without focusing on the opposition of two models of questions and negations for the same tense form. This situation causes typical errors when students, for example, build questions with the verb be using the auxiliary verb do. It seems that the introduction of appropriate terms would make it possible to master the material not only repetiting samples, but also consciously designing constructions. For educational grammars, the designation of verbs forming constructions of two models may be proposed as independent and non-independent.

Besides, understanding the complex bilingual nature of the phenomenon may help understand the reasons for the situation that most English language learners need a long period to master how to construct questions and negations in simple tenses. This time can be reduced by introducing into grammar courses special exercises for switching from one interrogative-negative model to another.

The analysis of the theory and exercises on the topic can be supplemented by the teacher’s story about the origin of the two-model system. Perhaps such a story should be constructed in a popular form, for example: “Why did the English language seem to have two systems of rules? In the ancient times, people who spoke Celtic lived in Britain. In the Middle Ages, Germans (English) who spoke Old English arrived in the British Isles from the territory of modern Denmark. They not only settled on the islands, but also founded the first kingdoms there. Do, does and did were not in the language of the Germanic (English) people. All questions were asked by moving any verb forward, as it is now done with be. The Celts had to communicate with the new bosses. They learned Germanic words and used their own Celtic grammar. In this grammar, questions are asked using special helper words. As a result of the languages “crossing” two systems of rules emerged: be and several other verbs live according to the laws of the Germanic languages, and most of the verbs live according to the Celtic rules”. A unique historical context can emotionally support theoretical grammar material and promote memorization.

In the first half of the 20th century, a famous Danish linguist, the author of the terms “great vowel shift” and “zero article,” Otto Jespersen, wrote about the desirability of a historical-psychological approach to teach language phenomena. He believed that “observation of actual living facts” of language is “the only way in which grammar can be made a useful and interesting part of the school curriculum” [7, 353]. In teaching the system of questions and negations, the history of grammar can possibly be a convenient tool.

References:

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2. Hudson, R. A. The rise of auxiliary do: verb-non-raising or category-strengthening? // Transactions of the Philological Society, vol. 95, 1997, p. 41–72
3. Kiparsky, P. Indo-European origins of Germanic syntax. //Clause structure and language change, N-Y, 1995, p. 140–169
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