INTRODUCTION 1 Rationale
Aims of the study
This study aims to investigate the prevalent errors made by non-English major students at Hai Phong Private University, identify the primary causes behind these errors, and enhance the students' understanding and acquisition of the subjunctive mood.
This study aims to enhance readers' understanding of the subjunctive mood, offering valuable insights for both students and teachers The findings and recommendations will assist educators in selecting and designing effective lesson activities, guiding them in a structured approach to teaching this grammatical concept.
The study of mood is extensive and complex, necessitating careful consideration over an extended period by researchers However, due to constraints in time and knowledge, this research focuses specifically on analyzing errors made by first-year non-English majors, concentrating solely on errors related to the subjunctive mood.
This survey research utilized questionnaires and interviews to gather data from students regarding their writing papers, with each method tailored to achieve specific objectives.
The study involved interviews with twenty first-year students, both non-English majors and English majors, at Hai Phong Private University, focusing on questions relevant to the thesis topic Additionally, the research analyzed writing samples from both groups to accurately identify and categorize their errors, with this second method deemed more effective for the study's objectives.
The study aims to answer the two following questions:
1 What are the typical errors that the first-year English majors and non- English majors often make during their study at Hai Phong Private University?
2 What are the suggested solutions to those typical errors ?
The study is divided into three main parts; of which the second, naturally, is the most important part
Part one of the study provides a comprehensive overview, outlining the rationale behind the research, identifying the research problem, and clarifying the study's objectives It also presents the research questions, defines the scope of the study, describes the research methodology, and details the overall design of the study.
Part two with three main chapters:
Chapter one examines the literature pertinent to the study, defining mood and providing an overview of the subjunctive mood, which serves as a foundation for the research medium selection It highlights various studies demonstrating how the subjunctive mood has facilitated language learning improvements among students.
Chapter two provides an in-depth examination of the research methodology employed in the study, highlighting the rationale behind the use of subjunctive mood and survey research It also offers a comprehensive overview of the study's components and outlines the research program in detail.
Chapter three presents the study's findings, highlights pedagogical implications, and outlines the research limitations Additionally, it offers recommendations for future research within the same field.
Part three summarizes the main issues of the whole study with a conclusion ending the study and supply some suggestions for further study.
Research Questions
The study aims to answer the two following questions:
1 What are the typical errors that the first-year English majors and non- English majors often make during their study at Hai Phong Private University?
2 What are the suggested solutions to those typical errors ?
The study is divided into three main parts; of which the second, naturally, is the most important part
The first part of the study provides a comprehensive overview, outlining the rationale behind the research, identifying the research problem, and stating the study's objectives It also formulates the research questions, defines the scope of the study, and describes the research method and design employed.
Part two with three main chapters:
Chapter one examines the literature pertinent to the study, defining mood and providing an overview of the subjunctive mood This section establishes the basis for selecting the research medium It highlights various studies demonstrating how the subjunctive mood has aided students in enhancing their language skills.
Chapter two provides an in-depth exploration of the research methodology employed in the study, offering a comprehensive justification for utilizing the subjunctive mood and survey research It also includes a detailed description of the various components of the research and outlines the overall research program.
Chapter three presents the study's findings, outlines pedagogical implications, and addresses the research limitations Additionally, it offers recommendations for future research in the same area.
Part three summarizes the main issues of the whole study with a conclusion ending the study and supply some suggestions for further study.
Design of study
CHAPTER 1: THEORETICAL BACKGROUND OF SUBJUNCTIVE MOOD
This section provides an overview of the subjunctive mood, including its definition, formation, usage, and contemporary challenges in English It also addresses common errors and corrections to clarify the research objectives The information presented is sourced from reputable resources, including websites like www.usingenglish.com, www.yourdictionary.com, tailieu.vn, and Azar's "Understanding and Using English Grammar."
In grammar, Mood is category that reflects the speaker‟s view of an event‟s reality, likelihood or urgency There are some definitions of mood :
- Mood shows the attitude of the speaker or the writer to the action or state described by the verb
- Mood is a characteristic of verbs that involves the speaker‟s attitude toward the action expressed
- Mood of a verb expressing wishes, stipulating demands, or making statements contrary to fact…
In English, mood is classified into three types, namely, indicative mood, imperative mood and subjunctive mood.
DEVELOPMENT
FINDINGS AND RECOMMENDATIONS 3.1 Findings
In this chapter, the detailed results will be discussed clearly to supply readers with answers to the two main questions for this study:
1 What are the typical errors that the first-year English majors and non- English majors often make during their study at Hai Phong Private University?
2 What are the significant solutions to those typical errors ?
Number of students Percentage (%) Correct Incorrect Correct Incorrect
Table 4: Results from the Questionnaires
The data indicates that no student completed the questionnaire with a perfect score, as each student had at least one incorrect answer Specifically, question number 2 saw a 95% correctness rate, while questions 4, 5, 6, 8, 9, 10, and 11 were particularly challenging, with most students failing to answer them correctly.
13 Those questions focus much on the distinctions between present subjunctive and past subjunctive–2 main types of Subjunctive mood And the other questions like 1, 2, 3, 4, 15 are some general definitions of Mood and Subjunctive Mood, but they still made mistakes with 10%, 20%, 30% respectively
A survey conducted among twenty students revealed that there is a significant lack of clarity regarding the definitions and types of the English subjunctive mood The findings indicate that students struggle to understand this grammatical concept, with several contributing factors identified in the accompanying table.
No Reason for errors Number of students
1 Don‟t know this grammar aspect 0 0
4 Lack of motivations in learning English 13 65%
Table 5: Typical reasons for students’ errors in survey questions
Many students are at an intermediate level and have previously studied this grammar aspect in high school; however, a lack of consistent practice means that 10% struggle to answer certain questions due to gaps in their knowledge Additionally, 20% of students lack a natural environment for language practice, leading to incorrect answers Notably, 65% of students find it difficult to engage with their lessons, while a small number struggle to comprehend the material due to ineffective teaching methods employed by their instructors.
Many students struggle to differentiate between the present subjunctive and past subjunctive, with 65% making mistakes in this area The present subjunctive mood uses the base form of the verb in its infinitive form, regardless of the tense of the subjunctive-triggering verb or expression This mood typically appears in "that-clauses" and is often triggered by verbs and expressions that convey commands, desires, recommendations, and suggestions Additionally, the present subjunctive can be found in fixed expressions introduced by terms such as "if," "lest," and "provided that." Understanding these distinctions is crucial for mastering the use of the subjunctive mood.
Eg: 9 The present tense of the subjunctive uses only the form of the verb => correct answer: c base
The past subjunctive is utilized in if-clauses and expressions such as "If Only" and "I wish." In these contexts, the plural past form of "be," which is "were," is applied to all subjects Additionally, it is important to note that "if" is sometimes omitted in these constructions.
Eg : Were I you, I wouldn‟t do it
A recent grammar test conducted among non-English major students at Hai Phong Private University revealed a lack of recognition for subjunctive mood clauses In the initial exercise, students were tasked with underlining these clauses, highlighting a gap in their understanding of this grammatical structure.
Almost non-English major students underline “would”,“as if”,“If only”,
The terms "suggested" and "is important" are often mistaken for subjunctive mood indicators; however, they serve as conjunctions, connectives, verbs, or adjectives In reality, the subjunctive mood clause follows these expressions It is essential to identify and underline these elements to clarify their role in forming the subjunctive mood.
1 I would rather you did not play football today
2 She acted as if she had not known him before
3 If only she were here, she would speak up
4 We suggested that she take an early train
5 It is important that you should get to the air port on time
The article categorizes moods in sentences into three types: the present subjunctive mood is exemplified by "she takes an early train" and "you should get to the airport on time." The past subjunctive mood is illustrated with "you did not play football today" and "she were here." Finally, "she had not known him before" serves as an example of the past perfect subjunctive mood.
In this exercise, 95% of English major students performed excellently without making mistakes However, some students, including non-majors, did encounter errors I hope my explanation will enhance their understanding of the subjunctive mood.
3.1.2 The verb forms in the subjunctive mood
Students commonly struggle with recognizing the subjunctive mood, which is a frequent error identified in their writing Additionally, a grammar test revealed that both English major and non-English major students often make mistakes in supplying the correct verb forms.
Table 6: Errors made by students in grammar test
English majors Non-English majors Correct
In some certain fixed expressions 76% 24% 32% 68%
In the second type conditional 52% 48% 10% 90%
In clause beginning with “If only” and
In clauses with conjunctions “as if”/“as though” 86% 14% 71% 29%
The analysis reveals that students made more errors in the grammar test compared to the survey questions, highlighting a gap between theoretical understanding and practical application of the Subjunctive mood The grammar test results indicate that students frequently struggle with verb form supply, which will be examined in detail in the following section.
3.1.2.1 In present form in the subjunctive mood
* In some certain fixed expressions
These certain fixed expressions indicate wishes, expressions… There is no change to the verb in these phrases, but in my survey, the students still put the verb into tense
E.g - “You sneezed! God blesses you!”
The use of the indicative mood conveys the speaker's belief that God actively blesses individuals, reflecting a sense of reality In contrast, the subjunctive mood expresses a hope or desire for God's blessing on someone who is currently unwell, highlighting a wish that contradicts the present circumstances This distinction emphasizes the certainty of the indicative versus the uncertainty of the subjunctive, and similar rules apply to the subsequent examples Therefore, it is essential to construct these phrases accurately to convey the intended meaning.
- “You sneezed! God bless you!”
"Common mistakes often occur in language use, so learners should diligently memorize the forms, meanings, and usages of words This practice will significantly reduce the likelihood of future errors."
The present subjunctive mood is after some verbs and adjectives in the form: [S + verb + that + present subjunctive mood clause]
[It + be + adjective + that + present subjunctive mood clause]
The subjunctive mood expresses requests, commands, or intentions, and is often identified by specific verbs and adjectives Common errors among learners typically arise from the present subjunctive mood, as they mistakenly believe that the verb must be adjusted to the correct tense.
SUMMARY 1 Recapitulation
Conclusions
A comprehensive analysis reveals a significant prevalence of writing errors among students, with error rates ranging from 49% to 74% Both Non-majors and English Majors exhibit similar types of errors, particularly in recognizing the subjunctive mood and supplying the correct verb forms Notably, the most common error identified was the failure to supply the appropriate verb forms To enhance writing effectiveness, all errors were thoroughly analyzed and some were corrected.
Based on identified errors, several solutions are proposed to enhance learning Firstly, teachers play a crucial role in guiding students toward effective learning strategies, and their teaching methods significantly impact student engagement Secondly, relying solely on the teacher is insufficient for mastering grammar; students should also explore various resources, including reference books, peers, and online materials, to gain a comprehensive understanding.
The analysis of students' writings and questionnaires revealed solutions to common errors for both language teachers and learners However, this study has certain limitations that future research could address.
3 Limitations and suggestion for the further study
Though I has carried out the study with full seriousness and carefulness, the research remains some certain limitations The first shortcoming is the restricted number of reference materials I approached Despite great searching efforts, I could not access many reliable sources especially the ones listing types of solutions; consequently, suggested solutions part could not be done thoroughly and exhaustively To overcome this difficulty, I try to find out the common mistakes in the accessible sources Besides, from the grammar test, I can find out that students sometimes mistook the use of subjunctive with the rest ones of mood But because of limited time and ability, I couldn‟t deeply compare the different uses between them Due to these shortcomings, further studies on certain aspects should be developed in the future
While this research has yielded valuable insights, further studies are needed to enhance its effectiveness Expanding the number of participants and the quality of references is essential Additionally, future investigations should focus on not only identifying errors in the use of the subjunctive mood but also exploring effective strategies for teaching and learning this grammatical structure.
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http://giaoan.violet.vn/present/show?entry_idX8961
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http://www.tranphu.com/51/viewtopic.php?f!8&t"688
http://www.yourdictionary.com/subjunctive
1 The mood of a verb indicates a the subject is active b the attitude of the speaker c the speaker is the subject
2 The subjunctive mood of a verb is most commonly used a when the subject is acting upon an object b in a direct question or a command c in contrary-to-fact or hypothetical statements
3 How many forms of subjunctive mood are there in the modern English? a 2 b 3 c 4
4 The Subjunctive mood a represents something as a fact, or as in close relation with reality, or in interrogative form inquires after a fact b represent something, not as an actual reality, but as formed in the mind of the speaker as a desire, wish, volition, plan, conception, thought
5 The occurs in if-clauses and expressions with I wish… a present subjunctive b past subjunctive
6.The is used for hypotheses about the present or future a present subjunctive b past subjunctive
7 The is used to express prayers or wishes about the present or future a present subjunctive b past subjunctive
8 The past subjunctive tense is used in a clause after “would rather” or “would sooner” a to express preferences in the present b to express unreality, improbability or doubt c to express hypotheses about past actions
9 The present tense of the subjunctive uses only the form of the verb a past b present c base
10 “That-clause” coming after “It‟s time ” is used in the a perfect subjunctive b past subjunctive c present subjunctive
11 Some can be followed by a subjunctive verb a nouns b adjectives c both a & b are correct
12 In hypothetical sentences, were is usually used instead of was a right b wrong c no information
13 The Past Subjunctive is used in the following circumstances: a After the verb „wish‟ b In sentences starting with „as if‟ and „as though‟ c In sentences starting with „it is time‟ d a, b & c are correct
14 The past tense of the subjunctive has the same forms as the indicative except (unfortunately) for a the verb wish b the verb to be c both a & b
15 Which sentence shows the SUBJUNCTIVE mood? a If he were the chief financial officer, the company would make a profit b Is he the chief financial officer of this profitable company? c He is the chief financial officer of a profitable company
I Underline the Subjunctive mood clause
1 I would rather you did not play football today
2 She acted as if she had not known him before
3 If only she were here, she would speak up
4 We suggested that she take an early train
5 It is important that you should get to the air port on time
6 If I would have longer holidays I would be perfectly happy
7 I would rather that they didn't travel during the bad weather, but they
8 Everyone has arrived It's time we shall start
9 It was suggested that the medicines were sent here by plane
10 She wishes she hadn't said it
II After each sentence, choose the verb or verb string that best completes that sentence (Caution: the subjunctive form will not be the best choice in all sentences)
1 The house looked as if nobody _ in it
2 Anna sounds as if she had got a cold, _ she?
3 I would rather you _ behave like that way I do not like!
A did not B do not C have not
4 She would rather her father _ for her a beautiful dog
5 My mother would know what to do Oh, would that she _ here with us now!
6 If only Jughead a little more responsible in his choice of courses!
7 If Mrs Lincoln ill that night, the Lincolns would not have gone to Ford
8 Her employees treated Mrs Greenblatt as though she _ a queen
9 If his parents more careful in his upbringing, Holden Caulfield would have been quite different
III Fill in the blanks below with the correct form of the verb in parentheses
1 You sneezed! Go d (bless) you!
4 The doctor advised that he (take) a rest for a few days
5 It‟s important that he (get) to the air port on time
6 It is necessary that the report (be) handed on my table now
7 They request that our house (be) rebuilt because it is too old
8 My boy friend said that our wedding (be) held last month
9 If I was a bird, I (be) a white pigeon
10 If he was me, what he (do) ?
11 If you had taken your medicine yesterday, you (be) well now
12 If he were not so absent-minded, he (not, mistake) you for your sister
13 I‟d rather you (not/watch) television while I‟m reading
14 It‟s high time you (start) working seriously
15 I wish I (spend) more time swimming last summer
16 Helen is bossy She acts as if she (own) the place
17 I wish I (be) good at English now
18 Suppose a complete stranger _ (leave) you a lot of money in their will!
19 If only I _ (not/ drink) so much last night
20 I‟d rather you _ (sit) next to Susan, please
IV Complete the sentences, using the idea of the words in parentheses
Examples: (You should organize a camping trip.)
=> The girls proposed that their scout leader organize a camping trip
(Ms Hanson thinks that the director should divide our class into two sections.)
Ms Hanson recommended that our class be divided into two sections
1 (You must call home every week.)
Dan's parents insisted that he _ home every week
2 (Someone must tell her the truth about her illness.)
It is essential that she _ the truth about her illness
3 (Open your suitcases for inspection.)
The customs official demanded that all passengers _ their suitcases
4 (Ann, you should take some art courses.)
The counselor recommended that Ann _ some art courses
5 (All parts of the motor must work correctly.)
It is vital that all parts of the motor _ in proper working order
6 (Please mail all packages at the central office.)
The director requests that all packages _ at the central office
7 (Soldiers must obey their officers
It is imperative that soldiers _ their officers
8 (We must remember to give the babysitter certain phone numbers to call in case of emergency.)