Luận văn a syntactic analysis of double negative variations a case study of english songs

BINH DUONG PROVINCIAL PEOPLE’S COMMITTEE
THU DAU MOT UNIVERSITY

VU THI THUONG THUONG

A SYNTACTIC ANALYSIS OF
DOUBLE NEGATIVE VARIATIONS:
A CASE STUDY OF ENGLISH SONGS

MAJOR: ENGLISH LANGUAGE
MAJOR CODE: 8220201

MASTER THESIS IN ENGLISH LANGUAGE

BINH DUONG PROVINCE, 2023

BINH DUONG PROVINCIAL PEOPLE’S COMMITTEE
THU DAU MOT UNIVERSITY

VU THI THUONG THUONG

A SYNTACTIC ANALYSIS OF
DOUBLE NEGATIVE VARIATIONS:
A CASE STUDY OF ENGLISH SONGS

MAJOR: ENGLISH LANGUAGE
MAJOR CODE: 8220201

MASTER THESIS IN ENGLSH LANGUAGE

SUPERVISED BY

NGUYEN THI THANH TAM, Ph.D.

TRAN NGOC MAI, Ph.D.

BINH DUONG PROVINCE, 2023

ACKNOWLEDGEMENT

To complete this thesis, I received substantial assistance and support from my
supervisors, faculty, colleagues, students, and family.
First of all, I would like to express my sincere gratitude to my supervisors, Nguyen
Thi Thanh Tam, Ph.D. and Tran Ngoc Mai, Ph.D. for their tremendous knowledge,
guidance, advice and patience, which constantly inspired me throughout the
research.
My special thanks to my lecturers at Thu Dau Mot University for their endless
enthusiasm and undeniable helpful lectures. I would be very grateful to the staff of
the Post-Graduate Department for their support during the time of studying.
Next, I would like to extend my special thanks to the participants for their
willingness to be part of the study and provide me with valuable data for my thesis.
In addition, I would like to send my gratefulness to all my lecturers who gave me
insightful knowledge, motivation and recommendations during my studies at Thu
Dau Mot University.
I would also like to express heartfelt thanks to my colleagues and friends whose
support and encouragement helped me accomplish this thesis.
Finally, I would like to embrace huge thanks to my family for their infinite love,
support and encouragement which motivated me to successfully carry out this
thesis.

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STATEMENT OF ORIGINALITY

This is to certify that I myself write this thesis entitled “A syntactic analysis of
double negative variations: A case study of English songs”. Anything related to
others’ works is written in quotation, the sources of which are listed on the list of
references.

Binh Duong, November 2023.
Signature

Vu Thi Thuong Thuong

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RETENTION OF USE

I hereby state that I, Vu Thi Thuong Thuong, being a candidate for the degree of
Master of English Language, accept the requirements of the University relating to
the retention and use of Master’s Theses deposited in the Library. In this regard, I
agree that the original of my Master’s thesis deposited in the Library should be
accessible for purposes of study and research.

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ABSTRACT

This research investigated the syntactic variations of double negatives (DN)
in English songs, addressing a notable gap in the understanding of this
grammatical phenomenon. With English occupying a central role in academic
curricula, the study aimed to bridge theoretical knowledge with practical

application by exploring real world language patterns. Employing a mixed-
methods approach, the researcher qualitatively analyzed a corpus of 100 English
songs, identifying and categorizing 12 distinct DN patterns. Additionally, a survey
administered to 90 students and 10 lecturers of the Faculty of Foreign Language at
Binh Duong university assessed awareness and attitudes toward DN. Findings
revealed valuable insights into language change and usage patterns, with
implications for English grammar instruction, translation, and artistic expression
within the context of English songs. This study has provided significant
contributions on both theoretical and practical fronts, enhancing the
comprehension of DN for language enthusiasts and thereby advancing their
communication skills.
Keywords: syntactic analysis, double negatives, variations, negative markers,
English songs

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TABLE OF CONTENTS

ACKNOWLEDGEMENT .......................................................................................... i
STATEMENT OF ORIGINALITY.......................................................................... ii
RETENTION OF USE .............................................................................................. iii
ABSTRACT ............................................................................................................... iv
LIST OF ABBREVIATIONS .................................................................................. vii
LIST OF TABLES................................................................................................... viii
LIST OF FIGURES.................................................................................................... x
CHAPTER 1. INTRODUCTION .............................................................................. 1
1.1. Background to the study ................................................................................. 1
1.2. Statement of the problem ................................................................................ 2
1.3. Aims of the study ............................................................................................. 3
1.4. Research questions........................................................................................... 4

1.5. Scope of the study ............................................................................................ 4
1.6. Significance of the study.................................................................................. 5

1.6.1 Conceptually ............................................................................................5
1.6.2 Practically ................................................................................................5
1.7. Organization of the study................................................................................ 6
CHAPTER 2. LITERATURE REVIEW .................................................................. 8
2.1. Theoretical framework.................................................................................... 8
2.1.1 An overview of double negatives ...........................................................8
2.1.2 The characteristics of double negatives ..............................................12
2.1.3 English songs .........................................................................................13
2.1.4 Syntactic analysis ..................................................................................15
2.2. Previous studies.............................................................................................. 17

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CHAPTER 3. METHODOLOGY ........................................................................... 23
3.1. Research design.............................................................................................. 23
3.2. Sample and sampling procedures ................................................................ 24
3.3. Research instruments .................................................................................... 28
3.4. Data collection and analysis procedure ....................................................... 29
3.5. Reliability and validity .................................................................................. 31
CHAPTER 4. RESEARCH FINDINGS AND DISCUSSION .............................. 35
4.1. Research Findings.......................................................................................... 35

4.1.1 Results from the questionnaire ............................................................35
4.1.2 Results from the corpus analysis .........................................................44
4.2. Discussion ....................................................................................................... 72
CHAPTER 5. CONCLUSIONS AND RECOMMENDATIONS ......................... 81
5.1. Conclusions..................................................................................................... 81

5.2. Implications .................................................................................................... 83
5.3. Limitation of the study .................................................................................. 85
5.4. Recommendations of the study..................................................................... 85
REFERENCES ......................................................................................................... 87
APPENDICES........................................................................................................... 94

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LIST OF ABBREVIATIONS

ABBREVIATION MEANING
BDU Binh Duong University
DN Double negative
FFL Faculty of Foreign Languages
Max Maximum
Min Minimum
N Noun
Neg-Adj Negative Adjective
Neg-Adv Negative Adverb
Neg-Aux Negative Auxiliary
Neg-Det Negative determine (no)
Neg-Pro Negative pronoun
No. Number of participants
P Pattern
S Subject
SPSS Statistics Package for the Social Sciences
Std. Standard deviation

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LIST OF TABLES

Table 2. Common formation of negative forms......................................................... 10
Table 3.1 . Frequency and percentage of participants gender..................................... 26
Table 3.2 Frequency and percentage of participants age ............................................ 26
Table 3.3 Frequency and percentage of students’ academic years and teachers’

teaching experiment years.............................................................................. 27
Table 3.4 Cronbach’s Alpha indexes of the questionnaire items................................ 33
Table 4.1 Descriptive statistics of teachers’ and students’ awareness of DN

definition ........................................................................................................ 35
Table 4.2 Descriptive statistics of teachers’ and students’ awareness of DN

Intended meaning ........................................................................................... 36
Table 4.3 Descriptive statistics of teachers’ and students’ proficiency toward DN

applying.......................................................................................................... 37
Table 4.4 Descriptive statistics of teachers’ and students’ attitude toward DN

phenomenon ................................................................................................... 39
Table 4.5 Descriptive statistics of teachers’ and students’ knowledge toward DN

pattern variations............................................................................................ 40
Table 4.6 A summary of 12 patterns of DN variations. .............................................. 42
Table 4.7 Samples of the DN Pattern 1 in the corpus ................................................. 43
Table 4.8 Samples of the DN Pattern 2 in the corpus ................................................. 47
Table 4.9 Samples of the DN Pattern 3 in the corpus ................................................. 52
Table 4.10 Samples of the DN Pattern 4 in the corpus ............................................... 55
Table 4.11 Samples of the DN Pattern 5 in the corpus. .............................................. 56

Table 4.12 Samples of the DN Pattern 6 in the corpus ............................................... 57
Table 4.13 Samples of the DN Pattern 7 in the corpus ............................................... 59
Table 4.14 Samples of the DN Pattern 8 in the corpus ............................................... 60
Table 4.15 Samples of the DN Pattern 9 in the corpus ............................................... 61
Table 4.16 Samples of the DN Pattern 10 in the corpus ............................................. 63
Table 4.17 Samples of the DN Pattern 11 in the corpus ............................................. 64
Table 4.18 Samples of the DN Pattern 12 in the corpus ............................................. 66

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Table 4.19 Samples of exceptional patterns in the corpus .......................................... 67
Table 4.20 The total DN pattern variations in the corpus ........................................... 68
Table 4.21 The contents of “Essential Grammar in Use (3rd edition)” book by

Raymond Murphy (2007, P. 166-167). .......................................................... 72
Table 4.22 The statistics of the DN popularity in the song corpus and the survey .... 75

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LIST OF FIGURES
Figure 4.1 Teachers’ and students’ knowledge toward DN pattern variations
..................................................................................................................... 43

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CHAPTER 1. INTRODUCTION

In this chapter, the background of the research will be presented. This is
followed by the research problem, research purposes, research questions, and
significance of the research. This chapter concludes with the organization of the

thesis.

1.1. Background to the study

“Music and language are the two ways that humans communicate and
express themselves through sound. Since birth, babies start to listen and produce
sound without distinguishing between music and language, singing, and speech.”

(Chen-Hafteck, 1997: 85)

Due to the increasing trend of globalization, English, especially through
English songs, is gaining widespread popularity worldwide. In the realm of
language learning, songs are recognized as effective tools for teaching the English
language. Degrave’s (2019) study advocates for the incorporation of music-related
methodologies in foreign language classrooms, highlighting their potential benefits
in acquiring language skills. Certain songs, characterized by clear pronunciation
and simple sentence structures, facilitate learning, enabling learners to practice
pronunciation and expand their vocabulary. Singing, as a language learning
method, aids in mastering the rhythm of a language, shaping speech sounds, and
connecting words in natural speech patterns. Numerous researchers, including
Leith (1979), Gatti-Taylor (1980), and Wardiman, M., & Dewi, A. (2022), have
affirmed the effectiveness of using English songs for language pedagogical
purposes.

In line with research in Vietnam, several studies, such as those conducted
by Ho Thi Kieu Oanh & Nguyen Do Ha Anh (2017), Ha Thi Kim Linh et al.
(2020), Nguyen Cam Tien & Nguyen Buu Huan (2020), Lam Thi Ngoc Dieu &
Nguyen Duy Khang (2022), have explored the application of music or songs in

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English language teaching. These studies consistently demonstrate the positive
impact of music on second language learning, emphasizing its usefulness in
enhancing the quality of English teaching in Vietnam and meeting learners’ needs
and interests in a global context.

English language music, being widely listened to across the globe, presents
a valuable resource for language learners. Notable songs such as “Nothing is
impossible” by Planetshakers (2008) and “No one knows nothing” by Billy Bragg
(2013) raise interesting syntactic questions due to their unconventional grammar.
The titles contain negative subjects and negative objects, a syntactic feature rarely
emphasized in traditional English grammar education. Beyond song titles,
syntactic features, such as DN or negative concord (NC), are prevalent in song
lyrics, as seen in sentences like “I’ll never do you no harm” from The Beatles’
“Oh! Darling” or “I just can't get no relief” from Queen’s “Somebody to Love”.

While some studies have acknowledged the role of songs in improving
English grammar, there is a notable gap in the literature regarding the acquisition
of specific syntactic structures through songs. Shaffer’s (2004) study mentions the
effectiveness of songs in improving pronunciation, vocabulary, and listening but
notes the absence of research on learning syntactic structures through songs.
Engh’s literature survey (2013) also highlights a scarcity of resources focusing on
grammatical activities in song-based language lessons. The present research
addresses this gap by focusing on the analysis of grammar structures, particularly
the phenomenon of DN, offering insights that can benefit both language pedagogy
and practical language application.

1.2. Statement of the problem

Observably, there has been limited research that specifically examines the

use of songs as a medium for language learning, especially with regard to the
analysis of syntactic DN. This gap is particularly evident in the context of
Vietnam, where research on DN structures remains scarce. However, it has been

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observed that many Vietnamese language learners frequently incorporate song
lyrics into their daily communication and even academic writing. This suggests a
practical interest in using songs as a language learning tool. In light of these
observations, there is a need to delve deeper into the practical applications of
language and explore the nuances of grammar in practical use. This study is
motivated by a desire to investigate the phenomenon of DN in English songs,
aligning with the researcher’s enthusiasm for exploring the English language as it
appears in musical forms. Consequently, this research paper aims to make a
significant contribution to the understanding of DN, shedding light on the various
DN patterns found in English songs. Furthermore, within the scope of this
research, the researcher aspires to create educational materials that will raise the
awareness of Vietnamese English learners regarding the grammatical structures
present in English songs. These insights can be applied not only to general
translation but also to the specific field of song translation.

1.3. Aims of the study

In view of the effectiveness of employing songs for English language
instruction in enhancing language learning quality, this study acknowledges that
songs encompass a rich array of new vocabulary, phrases, and linguistic patterns.
Despite extensive research on DN phenomenon, there is a significant gap in
understanding the specific functions of DN within the context of English songs.
While previous studies have provided general insights into DN, none have
undertaken a syntactic analysis of the role of negative elements and their

variations in English song lyrics. Therefore, this research aims to achieve two
primary objectives: (1) conduct a comprehensive study of DN variations in the
context of English songs, and (2) elucidate the population of DN patterns applied
in English songs. The research findings aim to provide distinctive markers and
characteristics for identifying DN in practical English language usage, both in
general contexts and within the domain of English songs. Additionally, individuals
with an affinity for singing English songs can gain valuable insights into the

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rationale behind the incorporation of unconventional grammatical elements, such
as DN, in song titles or lyrics. Ultimately, the research aspires to contribute to the
field of translation. To fulfill these research objectives, a corpus of 100 English
songs was analyzed, comprising 168 sentences or clauses extracted from song
titles or lyrics by various artists obtained from websites such as Youtube.com and
Billboard.com. The resulting data were categorized into 12 distinct patterns of DN
structures, enabling the assessment of their educational value for language learners.

1.4. Research questions

According to the argument in the background, this paper purpose to answer
following questions:

1. What are teachers’ and students’ awareness of DN?
2. What are patterns of DN popular in English songs?

1.5. Scope of the study

Regarding the grammatical phenomenon of DN, there are various aspects
that can be explored, including distinctions between standard and non-standard

usage, the pragmatics and semantics of DN in different contexts such as movies,
poems, and literature. However, this research primarily focused on the analysis of
language usage patterns, specifically the use of DN in English songs.

The researcher’s primary focus was on examining sentences that contain
DN within a corpus of 100 English songs. The selection of songs in the corpus
deliberately was a span from 1956 to 2023 to explore the variations in DN patterns,
assess their prevalence, and understand their distribution. The overarching aim is
to bridge the divide between formal language instruction and the practical use of
language in real contexts, with the ultimate goal of enhancing language learning
and teaching, irrespective of whether the language used is considered standard or
non-standard.

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Additionally, this study evaluated the awareness and attitudes of educators
and students toward DN. The research adopted a survey-based approach involving
10 lecturers and 90 students from the 2nd, 3rd, and 4th years at the Faculty of
Foreign Languages at Binh Duong University (for further information about
BDU )1. The study placed significant emphasis on how participants practically
apply English language structures, including DN, in pratical situations such as in
song lyrics.

1.6. Significance of the study

The researcher hopes that this research will be valuable both conceptually
and practically.

1.6.1 Conceptually

Conceptually, this dissertation aims to enrich the understanding of the
grammatical structure of DN as it is utilized within English songs. It provides a
comprehensive and detailed syntactic analysis of the distribution of DN structures,
shedding light on their usage within the broader context of the English language
and, more specifically, within English song lyrics. The outcomes of this study are
poised to serve as a foundational model for future academic research endeavors
addressing similar topics related to the investigation, teaching, and learning of the
English language.

1.6.2 Practically

Practically, the research findings have relevance for educators and
translators alike. It is anticipated that this paper will contribute to the pedagogical
and translational aspects of teaching English grammar and translating English
songs. For learners interested in delving into the English language or those who
aspire to sing English songs, this research aims to provide explanations that foster
a deeper comprehension of the language under study. By gaining insights into
linguistic aspects, learners can enhance their singing abilities by grasping the

(1): Link of BDU’s website: />
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rhythm of lyrics and the broader rhythmic nuances of the language. This practical
dimension is expected to benefit individuals seeking to improve their language
skills and musical performance.

1.7. Organization of the study
This thesis includes 5 chapters as follows:

Chapter 1: Introduction – Chapter 1 functions as the introductory

section of the thesis, establishing the initial overview and context for the
research. It comprises seven main sections, each serving a distinct purpose
within the chapter. These sections are as follows: “Background to the study”,
“Statement of the problem”, “Purposes of the study”, “Research questions”,
“Scope of the study”, “Significance of the study”, and “Organization of the
thesis”.

Chapter 2: Literature review – This chapter provides the theoretical
foundation for the study and consists of two primary sections: the theoretical
framework of DN and the previous studies related to this topic. The principal
objective of this section is to support the researcher’s thesis by drawing upon and
exploring existing studies in the field.

Chapter 3: Research Methodology – Chapter 3 elucidates the research
methods employed in this study. This chapter provides an exploration of the
meticulously crafted methods used for data collection, analysis, and presentation,
all aimed at addressing the research questions. The chapter comprises sections on
“Research design”, “Sample and sampling procedures”, “Research instruments”,
“Data collection and analysis procedure”, and “Reliability and validity”.

Chapter 4: Results and Discussions –
This chapter offers a comprehensive presentation of the study’s findings
and the subsequent discussion of those findings. The findings are methodically
presented in alignment with the sequence of the research questions. Subsequently,
the chapter provides an in-depth discussion of these findings.

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Chapter 5: Conclusion – This final chapter encapsulates the research
findings, highlights the limitations inherent in this thesis, and proposes directions

for future studies in relevant fields.

Chapter summary
Chapter 1 lays as the stage for the study by providing a comprehensive
introduction to the research area. It begin by presenting the background of the
study, highlighting the significance of investigating DN within the unique context
of English songs. The chapter articulates the research problem and questions,
emphasizing the need for a nuanced understanding of DN, particularly in the realm
of linguistic variation found in song lyrics. Furthermore, the chapter outlines the
research objectives, offers a roadmap for the subsequent chapters. The significance
of the study is underscored, addressing gaps in existing research and the potential
contributions of the current investigation. Lastly, the chapter provides an overview
of the research methodology, gives readers insights into how the study was
conducted.

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CHAPTER 2. LITERATURE REVIEW

This chapter presents theories related to this research. There are two major
parts: the beginning part is the theoretical framework, and the next part is the
previous studies related to the topic.

2.1. Theoretical framework

2.1.1 An overview of double negatives

In the realm of linguistic discourse, it is commonly known that two
negatives cancel each other out to form a positive, but whether this holds true
remains a subject of debate. According to Bystrov et al. (2018, p.01), despite the

general rule that two negations in the same clause usually cancel each other out,
resulting in an affirmative sentence, the phenomenon of DN in English remains a
contentious issue. While this represents the primary interpretation of a DN
sentence, the researcher is curious about the existence of other reasons for using
DN in a sentence. English, with all its intricate complexity and subtleties,
incorporates specific purposes and explanations for this structure. To delve into
this matter, this section will provide a brief introduction to the concept and
characteristics of negation in English sentences.

As per Horn (1989), negation represents a fundamental element in both
human language and cognition. It serves as the linguistic mechanism employed
when individuals wish to assert that something is untrue or not the case, utilizing
negative words, phrases, or clauses. Negation can happen in a number of ways,
with the frequent deployment of negative words such as no, not, never, none,
nobody, etc (based on The Cambridge Dictionary). Horn (1989) notes on the form
of negative sentences: “The expression of a negative sentence is always marked in
comparison to its affirmative counterpart.” In general, the expression of negation
form can be categorized into two distinct strategies.

The initial strategy involves the utilization of specific adverbs, such as no
and not, to negate a sentence. Grammatically, these negative markers are

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