Do-support involves the mandatory inclusion of the auxiliary do, historically bleached of semantic meaning and now serving purely morphosyntactic functions. While extensively researched in English since Ellegård (1953), its counterpart in Scots has received less attention (although see Meurman-Solin 1993; Gotthard 2019, 2024a). This article investigates whether early Scots do exhibited similar functions to English ‘intermediate do’, as analysed by Ecay (2015), before stabilising into its current role, as this would indicate that the emergence of do-support is more likely to be an independent development in Scots. This investigation aims to gauge the likelihood of Scots do-support resulting from contact with Southern English during anglicisation, the process which saw English forms favoured over Scots in Scottish writing. Proportions of affirmative and negative declarative do from the Parsed Corpus of Scottish Correspondence (1540–1750; Gotthard 2024b) are measured across various syntactic contexts, with results assessed against criteria for contact-induced change. The social context and timing of the rise of Scots do suggest do-support being a transfer from Southern English, but its intermediate do qualities compromise this analysis. However, the presence of an intermediate do in Scots might represent a northward diffusion of such a grammar from English into Scots.

English employs a variety of comparative formation strategies. Theoretical and corpus-based research has established that their distribution depends on a variety of factors. In this article, we take an experimental approach to test analytic, synthetic and double comparative forms in relation to register in American and British English. We report on a rating study investigating the appropriateness and interpretation in terms of evaluativity of the three comparative forms. Our findings confirm the hypothesis that the comparative variants are not considered equally appropriate, but the effect is not as strong as would be expected under the hypothesis that frequency of occurrence is directly related to linguistic judgments. The analytic and double comparative alternatives exhibit lower appropriateness levels than the synthetic comparative. Analytic and double comparative forms are rated as less appropriate in formal than in informal contexts, which did not show an effect on the synthetic form. Furthermore, the analytic variant shows a different behavior in terms of the interpretation than the other forms in that a stronger effect of evaluativity is detected. Limitations and future directions are discussed. Our study is the first to provide experimental evidence for certain hypotheses emerging from corpus-based research.

This article explores the extent to which listeners vary in their ability to notice, identify and discriminate variable linguistic features. With a view to improving speaker evaluation studies (SES), three types of experiments were conducted (noticing tasks, identification tasks and discrimination tasks) with regard to variable features using word- or sentence-based stimuli and focusing on three variables and their variants – (ING): [ɪŋ], [ɪn]; (T)-deletion: [t], deleted-[t]; (K)-lenition: [k], [x]. Our results suggest that the accurate noticing, identifying and discriminating of variants is somewhat higher in words than in sentences. Correctness rates differ drastically between variants of a variable. For (ING), the non-standard variant [ɪn] is more frequently identified and noticed correctly. Yet, for the variables (T)-deletion and (K)-lenition, the standard variants are identified and noticed more successfully. Results of the current study suggest that a more rigorous elicitation of identification and noticing abilities might be useful for a more complete understanding of the nature of social evaluation.

This article offers a new reconstruction of the phonological history of pre-Old English, building on a potential parallelism between English, Frisian and North Germanic. Pivotal to the reconstruction is the development of PGmc *a, which is the target of eight different sound laws in the traditional theory. A combination of a conditional early fronting and rounding, followed by a gradual i-mutation impact, both with parallels in Frisian, and a relatively late seventh-century application of breaking before ‑rC can account for most of the attested spellings of instances with PGmc *a in the language of the early Épinal and Erfurt glossaries. This approach is much simpler than the traditional theory and allows parallelisms to be (re)established between the earliest stages of Old English, Old Frisian and Old Norse.

The article examines a set of nouns which can be interpreted as questions on the degree to which some property holds and can be paraphrased by clauses introduced by how + Adjective, in some interrogative contexts. This subset of nouns is shown to clearly differ from (traditional) Concealed Questions. Nouns that allow the concealed degree reading (DCQ nouns) are argued to share specific semantic features: only nouns that can denote eventualities involving (intensional) gradable states can have degree concealed question readings. The concealed degree reading is shown not only to result from lexical semantic properties of nouns and from the semantics of the predicates that select them, but also to depend on contextual parameters, which can disambiguate concealed question readings.

This article explores the use of speech representation verbs in Late Modern English. Drawing data from CLMET3.0, it focuses on paralinguistic verbs in narrative fiction texts from the eighteenth through the early twentieth centuries, as in blubbered in ‘“And only last Sunday – afternoon,” Mr. Povey blubbered.’ (CLMET3.0; 1908, Bennett, Old Wives’ Tale). The results show a drastic increase of these verbs, both in tokens and types, across the Late Modern English period, especially in direct speech constructions. I argue that this trend is linked to developing conventions for and experimentation with speech representation in the growth of especially the novel in the first half of the nineteenth century and beyond: the paralinguistic verbs offer a flexible tool for writers not only to structure dialogue, but also to convey stance and hence influence reader interpretation of characters, roles, situations and themes. The results underscore the importance of studying literary texts for understanding the general development of speech representation mechanisms in the history of English.