Yibin University
本科生毕业论文
题 目论虚拟语气在高中英语教学中的简要规则
院 别 外国语学院 专 业 英语 学生姓名 王意 学 号 100405003 班级 10 级 5 班 指导教师 赵晓岚 职称 讲师
教务处制表
2014 年 4 月 4 日
Research on the Simple Rules of Subjunctive Mood in High School
Teaching
Wang Yi 王意
Supervisor Zhao Xiaolan
An Essay Submitted as a Partial Requirement for
the Degree of B. A. in English
School of Foreign Languages
Yibin University May, 2014
论虚拟语气在高中英语教学中的简要规则
摘要：语法在中学英语教学中一直占有重要位置，重视语法教学一直是中国英语教学的传统。然而，随着交际教学法在中学英语教学中的普及，人们越来越关注语言的交际功能，即如何运用语言进行有效的交流。语言形式的对错不再被看作是至关重要的了，, 在这种观念的影响下，语法教学被人为地削弱了，因此出现淡化语法的现象。 一些教师由于不能正确理解交际语言教学的思想，从而忽视语法教学在英语教学中的作用，导致中学生的语法水平下降，严重影响了他们英语的发展。另外，虚拟语气是高中语法中重要的一部分，却仍在沿用语法翻译法和演绎法等传统的教学方法进行传授, 结果导致语法课枯燥低效，学生的掌握情况不容乐观，而且他们在学习过程中出现了许多困难和问题。
本文通过翻阅前人对虚拟语气的研究，总结出了三条关于如何教授虚拟语气的简要规则，即：将复杂烦琐的虚拟语气规则和用法简单总结为三点：第一，何时用虚拟语气。 第二， 使用方法和表达形式。 第三， 用法的延伸。 用法的延伸。 此简要规则能帮助高中学生轻松掌握虚拟语气，改善学习状况，在高考中取得佳绩。
关键词：虚拟语气; 英语教学; 简要规则
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Research on the Simple Rules of Subjunctive Mood in High
School Teaching
Abstract
Grammar has always been very important in high schools and emphasizing grammar teaching has always been a tradition of English teaching in China. However, with the popularity of Communicative Language Teaching, people begin to pay more attention to the communicative function of language, that is, how to conduct effective communication. So the form of language (correct or wrong) is no longer viewed as a vital part. Under the influence of this conception, grammar teaching is deliberately put aside, and thus appears a phenomenon of grammar de-emphasis. Some teachers can not accurately grasp the essence of Communicative Language Teaching, and thus ignore the role of grammar teaching in English teaching. That results in the decrease of high school students‟ grammar level and seriously influences the development of their English. In addition, Subjunctive Mood is a very important part of grammar in high school, but is still taught in traditional teaching methods, such as Grammar-Translation Method and Deductive Method, etc. Therefore, the grammar lessons keep boring and inefficient. Of course, the students‟ mastery of Subjunctive Mood is unsatisfactory. Many problems and difficulties exist in their process of learning.
In this paper, through the previous study of subjunctive mood, I summary three new simple rules briefly about how to teach subjunctive mood. That is to simplify the complex and detailed rules of Subjunctive Mood and its usage into three points. First, When to use Subjunctive Mood. Second, The usage and form of subjunctive expression. Third, the extension of its usage. The new simple rules which show they can help the students master Subjunctive Mood easily
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and improve their learning so as to gain high marks in NMET.
Key words: Subjunctive Mood; English teaching; simple rules;
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Acknowledgements
First of all, I would like to express my sincere gratitude to my thesis supervisor, teacher Zhao Xiaolan, who has given me a lot of instructions and patient explanations in the preparation of this thesis. She has also spent much of her precious time giving me advice and correcting this thesis. Without her help, this thesis would not have been finished.
Secondly, I would like to thank all the faculty members of Department of Foreign Languages and Literature who taught me a lot during my study. I have benefited a lot from their knowledge and characteristics.
Thirdly, I am also very grateful to my classmates and friends who have given me a lot of help and courage during my stay in the university and through the process of writing this thesis. Many thanks also go to their precious help with the books needed in the thesis.
Fourthly, big thanks go to my library. It is beneficial for me to complete the thesis.
Finally, I would like to thank my family for their support and encouragement during this thesis writing.
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Content
摘要 ......................................................................................................................................... i Abstract .................................................................................................................................. ii Acknowledgements ............................................................................................................... iv Introduction ............................................................................................................................ 1 Ⅰ.Categories of Subjunctive Mood ........................................................................................ 4
A. Zhang Daozhen‟s classification ................................................................................. 4 B. Zhang Zhenbang‟s classification ............................................................................... 5 Ⅱ. The Function of Subjunctive Mood ................................................................................... 6
A. Subjunctive Mood used in Subjective Clause ........................................................... 6 B. Subjunctive Mood Used in Predicative Clause .......................................................... 7 C. Subjunctive Mood Used in Appositive Clause .......................................................... 7 D. Subjunctive Mood Used in Objective Clause ............................................................ 8 E. Subjunctive Mood Used in Conditional Sentences. ................................................. 10 Ⅲ.The New Simple Rules of Subjunctive Mood .................................................................... 12
A. The Disadvantages of Traditional Teaching Methods ............................................. 12
1. Disadvantages of grammar-translation method ................................................ 12 2. Disadvantages of deductive method ................................................................. 13 B. The New Simple Rules of Subjunctive Mood ......................................................... 13
1. When to use subjunctive mood? ....................................................................... 14 2. The method and form of subjunctive mood. ..................................................... 14 3. The extension of subjunctive mood‟s use. ........................................................ 15
Conclusion ............................................................................................................................ 17 Works Cited .......................................................................................................................... 18
Introduction
Grammar teaching is an important part of English teaching in high schools in China. Nowadays, with the popularity of communication and fostering communicative competence, grammar teaching in high schools is undergoing a process of de-emphasis. Many people overemphasize the importance of oral language and relatively de-emphasize grammar teaching. But the shortage of grammatical knowledge results in students‟ wrong use of English. So measures must be taken to change this phenomenon and importance should also go to grammar teaching. Since grammar teaching plays a vital role in English teaching, using what kind of teaching methods should be the main task of English teachers. Subjunctive Mood is an important part of grammar teaching in high school. It is rather necessary and difficult for high school students to learn and master well. Many grammar books explicitly illustrate the forms, functions and usages of Subjunctive Mood. Which grammar book, on earth, can serve as a vital tool for high school students to learn and master Subjunctive Mood easily? Let‟s have a look at two grammar books and gain a basic understanding on how Subjunctive Mood is explained.
One book is A NEW ENGLISH GRAMMAR COURSEBOOK edited by Zhang Zhenbang. (THE THIRD EDITION, Student‟s Book, page279-84)
In terms of content, it has only two chapters, BE—Subjunctive and WERE—Subjunctive. It seems simple and concise. If a same thing can be presented in two ways, one is simple and the other is complex, of course, the simple one will be easily memorized and accepted by people, especially by those high school students who have much burden on their memory. Though in this book, Subjunctive Mood is classified into two categories, in each category, some other usages are contained and added. For example, Subjunctive Mood used in Objective Clause, Predicative Clause, Appositive Clause, Subjective
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Clause, Adverbial Clause and some fixed patterns. In fact, these items are inserted among the two categories, and make people feel confused. After people read these chapters, it‟s not easy for them to form a clear frame in their mind and know exactly what Subjunctive Mood is and what its functions are. The items of Subjunctive Mood are not explained in detail and high school students may feel confused in the process of learning, and perhaps their memory burden will not become lighter after reading the illustrations in this book. It seems simple, but actually it is not.
The other book is An Advanced English Grammar edited by Bo Bing. (543—571)
From the contents of Chapter Eleven—Subjunctive Mood, we can see this chapter consists of 24 items, including mood, types of mood, forms of Subjunctive Mood, types of Conditional Sentences, Sentences of Unreal Condition, Sentence of Implied Condition, modal auxiliary used in Subjunctive Mood, Conditional Clause led by “when”, Subjunctive Mood used in Subjective Clause, Objective Clause, Predicative Clause, Appositive Clause, Attributive Clause, modal auxiliary“may (might)”used in Subjunctive Mood, base form of verbs used in formal styles, the relationship between the tenses of Subjunctive and the tenses of predicates of verbs, “was” used as Subjunctive, the progressive form of Subjunctive tense, changes of mood, Subjunctive Mood used as request.
All of these items are elaborately explained and presented with many examples. We can absolutely say the editors of this book are knowledgeable, responsible and careful in the process of editing this book. There are so many examples for readers to learn the details of Subjunctive Mood and get a better understanding in their mind. However, as for the high school students, opposite effect may occur to them. They have much burden and pressure in their preparation for NMET and they will surely feel confused after reading this book about Subjunctive Mood. For them, the simpler, the better. So many rules are not easy for them to memorize and thus they may not master Subjunctive Mood accurately and freely, finally leading to bad results in exams.
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Everything has two sides. These grammar books have both advantages and disadvantages. How can we teach Subjunctive Mood interestingly and efficiently?
What teaching method will be easily accepted by high school students? This thesis mainly focuses on those questions.
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Ⅰ.Categories of Subjunctive Mood
Subjunctive Mood, as a special form of verb, is used to show that what the speaker says is not a fact, but a kind of assumption, wish, guess, suggestion, possibility, order, fancy, etc.(Li 96). Subjunctive mood has always been considered a big difficulty in learning English, and subjunctive mood in the form of classification in English grammar is one of the focus of the debate. Different scholars have different ideas of subjunctive mood.
A. Zhang Daozhen’s classification
According to Zhang Daozhen‟s illustration, Subjunctive Mood can be classified into three categories.
(1)Simple Present Subjunctive Mood—mainly using the base form of verbs. For example:
God bless you.
It is essential that the ban be lifted.
She petitioned the king that her father be pardoned.
(2) Simple Past Subjunctive Mood—the same verb form as the past tense of the indicative mood, but the verb „be‟ should be „were‟.（ Quan 11）
For example:
Imagine your child played truant.
She treated me as though I were a stranger. If only I were not so nervous. (3) Past Perfect Subjunctive Mood—the same verb form as the past perfect tense of the indicative mood.
For example:
I wish I hadn‟t done so.
If I had seen her, I would have told her.
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If only I had listened to your advice. (Zhang 238)
B. Zhang Zhenbang’s classification
According to Zhang Zhenbang‟s illustration, Subjunctive Mood can be classified into two categories.
(1) BE—Subjunctive
This form of Subjunctive Mood uses „be‟ as the sign. „be‟ stands for the base form of verbs, that is to say, no matter what person the subject is, the verb always uses the base form. For example, I go, you go, he go, or I be, you be, he be. If the verb is used in passive voice, the auxiliary „be‟ also uses the base form „be‟, like: I be sent, you be sent, he be sent.
(2) WERE—Subjunctive Mood
This form of Subjunctive Mood considers „were‟ as its sign. That is to say, no matter what person the subject is, the verbs always use „were‟, such as „I were, you were, he were‟. If the verb is used in progressive tense or passive voice, its auxiliary also uses „were‟, such as „I were going, you were going, he were going, I were sent, you were sent, he were sent.‟ (Zhang 279-283)
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Ⅱ. The Function of Subjunctive Mood
Since Subjunctive Mood is a subjective emotion of the speaker rather than a fact. When people want to express some feelings like desire, order, suggestion, wish, regret, etc, they will use Subjunctive Mood.（Sun 4）
A. Subjunctive Mood used in Subjective Clause
In the pattern „It is +adjective (past participle) + subjective clause‟, the verb form in the subjective clause can be “should+ base form of verbs” or only the base form of the verbs directly. The adjective can be “necessary, important, essential, imperative, obligatory, vital, impossible, strange, appropriate, etc.” The past participles of verbs are usually those ones that express the meaning of suggestion, demand, order, etc. Such as: suggested, required, requested, demanded, urged, proposed, remembered, ordered, desired, and advised. (Li 111-112)
(1) It is important that we (should) unite with all that can be united in the struggle.
(2) It is necessary that he (should) be sent there at once. (3) It is essential that this mission not fail.
(4) It is imperative that you (should) not be seen here. (5)It is vital to her health that she take this medicine. (6) It is appropriate that this tax be abolished.
(7) It is requested that Xiao Wang (should) give a performance at the party. (8) It has been decided that the meeting (should) be put off.
(9) It is desired that this rule should be brought to the attention of the staff. (10) It is settled that you leave us, then?
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In some sentences of this pattern, the predicate of subjective clause is “should+ base form of verbs”, it often owns some emotional color, and can be translated as“竟然”, expressing an incredible state.（Tao 3）
For example：
(11) It seems so unfair that this should happen to me. (12) It‟s strange that she should be so late.
(13) I think it is dreadful that anyone should be so miserable. (14) It is surprising that they should pass time like that. (15) That they should do such a wicked thing is unthinkable.
B. Subjunctive Mood Used in Predicative Clause
Subjunctive Mood can be used in predicative clause. The predicate is “should + base form of verbs”, and the subjects are often such nouns as “suggestion, proposal, idea, emotion, decision, request, requirement, etc.” (Bo 561)
For example:
(1) My suggestion is that we should tell him. (2) Our decision is that the school remain closed. (3) Sophia‟s idea was that they should lock up the house.
(4) Their requirement is that every member attend at least one meeting per year.
(5) Our only request is that this should be settled as soon as possible.
C. Subjunctive Mood Used in Appositive Clause
This usage is similar to that in predicative clause. The only difference is
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that the nouns function as different parts in the sentence.（Wu and Wang 4）
For example:
(1)He made the suggestion that they carry on their conversation in Japanese.
(2)There have been demands that the Prime Minister should resign. (3)They expressed the wish that they be given more free time.
(4)The resolution that women be allowed to join the society was carried. (5)He gives a proposal that we (should) put on a play at the English evening.
(6)He issued the order that the work be done at once. (7)Your advice that she wait till next week is reasonable.
D. Subjunctive Mood Used in Objective Clause
On the one hand, this usage can be seen in objective clause after the verb “wish”. If the verb in the clause is used in past tense, it expresses a kind of dream that is opposite to the present fact. (Li 108-109)
For example:
(1)I wish I were a PLA man. (Actually, I am not a PLA man now.) (2) I wish I remember her address. (Actually, I can‟t remember her address now.)
If the verb in the objective clause is in the form of “had +past participle”, it shows a kind of dream contrary to the past fact or something regretting has happened.（Xu 10）
For example:
(3)I wish you had come to our New Year‟s Party. (4)I wish he had gone.
(5)I wish you hadn‟t given him my telephone number, but I‟m sorry you
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did.
If one wants to express a dream that‟s contrary to a future fact, or a dream impossible to come true, the verb in the objective clause should be used as “would+ base form of verbs” For example:
(6) I wish I would try again.
(7) We all wish that you could come, but you won‟t be able to come. (8) I wish you could stay a little longer.
On the other hand, there are a group of verbs such as “demand, suggest, desire, ask, etc.”
The objective clauses following these verbs can take “should +base form of verbs” or only the base form of verbs as their form of predicate. (Bo 559-560)
For example:
(9) I desire the patient should have a bath every day (10) He suggested that we should leave early. (11) The detective insisted that he should have a look. (12) I propose that the matter be put to the vote at once. (13) They require that I go at once.
(14) The judge ordered that the prisoner should be set free. (15) I requested that he should use his influence on my behalf.
In addition, “would rather, would sooner” can also express wishes and dreams, the objective clause can express present or future statement. (Wu and Zhang 156)
For example:
(16) I‟d rather you didn‟t ask me that question. (17) I would rather you told me the truth.
Some objective clauses following “had rather, prefer, suppose” can also use
Subjunctive Mood. For example: (18) I had rather you did it.
(19) She preferred that he should do the washing--up in the kitchen.
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(20) Suppose her father turned her out of doors!
E. Subjunctive Mood Used in Conditional Sentences.
Some conditional sentences express pure assumption rather than facts; they are called “sentences of Unreal Condition”. In this case, Subjunctive Mood is used.（Yang 127）
There are three forms:
(1) be contrary to a present fact (2) be contrary to a past fact (3) be contrary to a future fact.
In the form (2), the predicate in the conditional clause uses “had +past participle”, while the predicate in the main clause uses “should or would +have +past participle.”
In the form (1) and (3), they have the same structure, that is, the predicate in clause uses “ past tense” (if the verb is “be”, “were” is used in Subjunctive Mood), the predicate in the main clause is “should or would +base form of verbs” (Bo 546-549)
Here are examples:
(1) If I knew the answer to all your questions, I‟d be a genius. (2) If I were you, I would refuse the money. (3) If I had a map I would lend it to you.
(4) If anything had happened, he would have let us know. (5) If he had apologized, you should have done so too. (6) What would you have done if you had been in my position?
There are some other conditional sentences. The predicates of the main clause and the conditional clause express different actions in terms of time, that is, the two times of the actions are not in agreement. These sentences are called “Conditional Sentences of Mixed Time”. (Li 99)
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For example:
(1) If the weather had been more favorable, the crops would be growing still better.
(2) If you had taken her advice, you wouldn‟t be in such trouble now. (3) If he were leaving, you would have heard about it.
(4) If she had been trying hard, her parents wouldn‟t be so worried. Some sentences don‟t contain conditional clauses, but their meanings are similar to the conditional sentences, they are called “sentences of Implied Condition”. They also need Subjunctive Mood. (Wu and Zhang 151)
For example:
(1) I might see her personally, it would be better. (2) I would have written before but I have been ill. (3) I did not press the point as it would have been useless. (4) Such a thing wouldn‟t have happened elsewhere. (5) To have told my secret would have given me away. (6) Anybody else would have believed you.
(7) I wouldn‟t worry about it. It wouldn‟t do any good.
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Ⅲ.The New Simple Rules of Subjunctive Mood
Through the current situation, it can come to the conclusion that nowadays in high schools, Subjunctive Mood, as an important part of grammar, is not mastered by students freely and accurately. They encounter some problems and difficulties in their study. Just suppose the grammar class continues to be so dull and boring, how can one expect them to gain ideal marks in NMET and enter universities in the future? Given that the traditional teaching methods always dominate in grammar teaching, how much room can other new teaching methods have? In this part, the author reveals the disadvantages of the traditional teaching methods and seeks a new method, hoping that it will bring a positive effect.
A. The Disadvantages of Traditional Teaching Methods
As is known to all, the traditional teaching methods are mainly Grammar-Translation Method and Deductive Method. They have played a very essential role in grammar teaching and we don‟t deny this point. But nowadays as their disadvantages turn out and become more and more obvious, especially with the popularity of Communicative Language Teaching (CLT), things should be changed. Once one thing has serious disadvantages without improvement or change, it will not last for long. (H.G. 89)
1. Disadvantages of grammar-translation method
(1) The method concentrates on reading and translation exercises, there were few chances for listening and speaking practice, so the students‟ oral proficiency can‟t be achieved.
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(2) Affective concerns seem to be nonexistent, as students are clearly in a passive learning environment where right answers are expected.
(3) Grammar is often presented out of context. Learners are given isolated sentences, which are expected to be internalized through exercise involving repetition, manipulation and grammatical transformation and most of them are closed-ended exercises. So there is no pair or group interaction for communicative practice.（Quan 5）
(4) This method characterizes in accuracy and the teachers show too much concern for accuracy. But they show little concern about when and how to use the forms. Although the students may have learnt a lot about the rules of the language, they can‟t apply them accurately and properly.
2. Disadvantages of deductive method
The teachers present students with an explicit description of grammatical structures or rules, and then let the students practice them frequently until they are internalized. Means of teaching a language‟s grammar include pattern practice and structural drills. The content of grammar teaching is mainly based on the forms. Presentation of abstract rules can be inappropriate for learners. Even if students can apply the correct form in a practice exercise, they are unable to transfer that ability to immediate communicative use outside class. In that case, although a student masters the grammatical rules and structures freely, it is still a bad thing for him to be unable to communicate freely.
B. The New Simple Rules of Subjunctive Mood
As we have known that problems exist in high schools regarding the study of Subjunctive Mood and the grammar lessons are boring and inefficient. It is time that a new teaching method should be worked out. It must be interesting
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and effective, easy for high school students. So a new method of teaching Subjunctive Mood is proposed. The new simple rules are to simplify the complex and detailed rules of Subjunctive Mood and its usage into three points.
1. When to use subjunctive mood?
As we all know, subjunctive mood, as a special form of verb, is used to show that
what the speaker says is not a fact, but a kind of assumption, wish, guess, suggestion, possibility, order, fancy, etc. (Li 96)
So as long as the speaker believes something is unreal, and it has strong subjectivity, we can use subjunctive mood. For examples:
(1) If I were you, I would like to go swimming. (2) I wish I could fly.
(3) She suggests that I should get there by dinnertime. (4) I would be a flower tomorrow. (5) God bless you.
2. The method and form of subjunctive mood.
As you know, subjunctive mood in a variety of forms, it can be used in conditional sentences, object clauses, the subject clauses, adverbial clauses, etc. But the most common usage is used in conditional clause led by “if”.
In the conditional sentences led by “if”, while expressing present and future situations, the predicate of “if” clause should use its past tense form, and the predicate of main clause should be “should/ would/could + do (base form of
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verbs)” ; while expressing past situation, the predicate of “if” clause should be in the past perfect form(had done), and the predicate of main clause are “would/should/could+ have done”. For examples:
(1) If I were you, I would get on well with other classmates, (2) If he arrived here, this problem would be solved. (3) If she should go there tomorrow, she would see Mary.
(4) If I had arrived a little earlier, I would have gotten into the door of film. (5) If the plane had found him in time, she might have been saved.
3. The extension of subjunctive mood’s use.
This rule is not only suitable for conditional sentences led by “if”, but also appropriate in other clauses, for example, subjective clause, objective clause, predicative clause, appositive clause, adverbial clause and attributive clause.
I cited some examples from the grammar book edited by Bao Man and Ke Yongjuan to illustrate this new method . (99—105）
(1). Wouldn‟t worry too much if I were you. (Stating present situation, the main clause uses “would + do”, while the clause uses past tense form)
(2). If he depended on tourists for his business, he would have to close his shop. (Same as No.1)
(3). If we had heard of his arrival, we would have met him at the airport. (Stating past situation, the main clause uses “would +have done”, while the clause uses had done”)
(4). If I had not been so tired, I would have watched the football watch. (Same as No.3)
(5). If he should come, we would teach him a lesson. (Stating future situation, the main clause uses “would +do “ , while the clause uses “ should +do”)
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(6). If their plan should succeed, they would be very famous. (Same as No.5)
(7). I wish I had money to buy a computer. (Stating present wishes, the predicate uses simple past form of verbs)
(8). I wish you stopped making that noise. (Same as No.7)
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Conclusion
In this thesis, through journals and books, we know Subjunctive Mood is taught in some of the high schools in China in traditional way and students‟ mastery is unsatisfactory. Many problems exist in their learning process and their grammar lessons are mostly boring and inefficient.
This thesis makes an attempt to find out an effective and simple rule to teach Subjunctive Mood. How to teach grammar interestingly and effectively has become very important nowadays in quality-oriented education. Instead of continual using of traditional teaching methods which are old—fashioned and inefficient, new simple rules are urgently needed to improve the current situation in the grammar teaching in high schools. Subjunctive Mood is no exception. It is important but painstaking for high school students to master accurately and freely, so a simple rules will come to their rescue and bring them much benefit. The writer introduced a new teaching method with three simple rules about subjunctive mood. That is to simplify the complex and detailed rules of Subjunctive Mood and its usage into three points. Firstly, when to use Subjunctive Mood. Secondly, the usage and form of subjunctive expression. Thirdly, the extension of its usage. The new simple rules which show they can help the students master Subjunctive Mood easily and improve their learning so as to gain high marks in NMET.
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ENGLISH GRAMMAR COURSEBOOK STUDENT‟S THIRD EDITION). 上海：上海外语教育出版社，2000
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