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VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ HỒNG VÂN

A STUDY ON STUDENTS’ ERRORS IN USING THE
ENGLISH SUBJUNCTIVE MOOD

NGHIÊN CỨU VỀ NHỮNG LỖI SAI TRONG VIỆC SỬ DỤNG
THỨC GIẢ ĐỊNH CỦA SINH VIÊN M.A MINOR THESIS
HANOI – 2012
Major: English teaching Methodology
Code: 60.14.10

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VIETNAM NATIONAL UNIVERSITY, HANOI

PART I : INTRODUCTION
1. Rationale 1
2. Aims of the study 1
3. Scope of the study 2
4. Methods of the study 2
5. Research Questions 3
6. Design of study 3
PART II : DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1.1. An overview of mood 5
1.1.1. Definitions of mood 5
1.1.2. Kinds of mood 5
1.2. Subjunctive mood 7
1.2.1. Definitions of subjunctive mood 7
1.2.2. Classification of subjunctive mood 7
1.2.2.1 The present subjunctive mood 7
1.2.2.2 The past subjunctive mood 10
1.2.2.3 Past perfect subjunctive mood 14
1.3. Passive forms of subjunctive mood 16
1.3.1 Use of the present forms of the subjunctive mood 16
1.3.2 Use of the past forms of the subjunctive mood 17
1.4. Error analysis and error correction in language learning 17
CHAPTER 2: SOME ERRORS MADE BY MAJOR AND NON - MAJOR
STUDENTS IN HAI PHONG PRIVATE UNIVERSITY

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2.1. The teaching – learning present situation of subjunctive mood 19
2.2. Method 19
2.2.1. Participants 19
2.2.2. Instruments 20


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PART I: INTRODUCTION
1. Rationale
There is a variety of spoken languages all over the world, but English
language is the most popular. Billions of people are speaking and using English
everyday in their life. So, English plays an important role in our modern life
because it is one of the vital demands of almost English learners.
However, it is not easy for learners to get success in learning English
because of many difficulties in its grammar, vocabulary and pronunciation…
Grammar is one of the most difficult parts which English learners usually meet
and make errors. In English grammar, mood is a small and special part. Although
mood is not used as much as other parts, for instance: verb tense, sentences or
passive…, it is important for English learners.
People often use Mood in normal dialogues and communication. In the
process of using mood, they rarely use subjunctive mood – one kind of mood. It
is harder to explain the subjunctive. Five hundred years ago, English had a
highly developed subjunctive mood. However, after the fourteenth century,

collection instruments as questionnaires and interviews for students and the
students‟ writing papers. Each of them is conducted with its own direction.
First, the interviews were done among twenty first year non-English
majors and English Majors at Hai Phong Private University with the questions
related to the thesis topic. The second study method is to analyze the writing
papers of students coming from two groups English majors and non-English

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majors with the aim of recognizing as well as classifying the errors exactly. The
second method is considered as more effective one.
5. 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 ?
6. Design of the study
The study is divided into three main parts; of which the second, naturally,
is the most important part.
Part one presents an overview of the study in which the rationale for the
research, the research problem, the purposes, the research questions, the scope of
the study, the research method, as well as the design of the study were briefly
presented.
Part two with three main chapters:
Chapter one reviews the literature relevant to the study, including the
definition of mood, as well as an overview on subjunctive mood. These lay the
foundation for the choice of the medium for the research. More specifically, it
presents a number of research in which subjunctive mood has been used to help
students make improvement in their language study.
Chapter two is a detailed discussion of the method used in the study. This
chapter presents a thorough justification for the use of subjunctive mood and

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PART II: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND OF SUBJUNCTIVE
MOOD
As the subjunctive mood will be analysed in detail in chapter two, this
part will deal with not only general view on mood but also particular
explanations and concepts related to subjunctive mood. It will provide you a
closer look at its definition, formation, usage and its problems in present day
English. Besides, the definitions of errors and correction are also given to make
clearer about the aims of this research. These below knowledge had been
collected from many believable resources and websites such as www.
usingenglish. com, www. yourdictionary. com , tailieu. vn, Azar - Understanding
and using English Grammar
1.1. An overview of mood
1.1.1. Definitions of mood
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.

The subjunctive mood shows that the action or state expressed by the verb
is presented as doubts, possibility, wishes, desire or anything else contrary to

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fact. The subjunctive mood has synthetic and analytical attitude of the speaker to
real fact. It is not used much on English any longer and can be found in a few
phrases.
E.g. - I wish I were ten years younger.
- If you taught me, I would learn quickly.
1.2. Subjunctive mood
1.2.1. Definitions of subjunctive mood
In many reference books or websites, the definitions of subjunctive mood
have the same meaning. These are some definitions of subjunctive mood:
The Subjunctive Mood is used not to indicate that something is being
asserted but that it is contrary to fact, supposed, doubted, feared or desired.
The Subjunctive Mood is the mood of a verb used to show hopes, doubts,
wishes….
The subjunctive mood is used more in writing than in speech. It is not
used very much in modern British English. “The old subjunctive is disappearing
as language usage becomes modified and simplified. Current business usage
recognizes it only as a wish mood" (Dumond, 1993)
1.2.2. Types of subjunctive mood
The subjunctive mood is divided in three types. They are present
subjunctive mood, past subjunctive mood and past perfect subjunctive mood.
1.2.2.1. The present subjunctive mood
In the present subjunctive mood, the verb to be has the form be for all the
persons-singular and plural, which differs from the corresponding forms of the
indicative mood (the present indefinite). Sentences in which normally have used
the verbs: “is”, “are”, “was”, “were” or “will be” should have the root word “be”


advise, ask,command,demand,desire,insist,propose,recommend,request +(that)
The present subjunctive mood looks like the infinitive form of the verb,
and all persons (including the third person singular) are written or spoken
without an “s” in affirmative form and with only “not” in negative form. It takes
the same form whether we are referring to the present, the past or the future.
E.g. - She urged that he write and accept the post.
- We recommend that they not build this company near our resident.
The present subjunctive is also used in object clauses after impersonal
expressions with the same meaning as the above verbs: It + be + [desirable/
essential/ important ] + that + present subjunctive clause.
In fact, we commonly avoid using the subjunctive mood (especially in
British English). The present subjunctive mood is often replaced by using the
structure: should + infinitive.
E.g. - It is our wish that he should do what he pleases.
- It is necessary that we should go home early.
c. In some adverbial clauses
Adverbial clauses of concession are introduced by the conjunctions and
connectives: “though, although, however, no matter, whatever, whoever …”.The
analytical subjunctive with the mood auxiliary may (might) is generally used.
E.g. - Though the whole world condemns him, I will still believe in him.
- Whatever obstacles may arise, we shall not give in.
When a clause of purpose is introduced by the conjunctions “that, as, so
that, in order that…”, we find the analytical subjunctive with the mood auxiliary

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may/might if the principal clause refers to the present or future; if the principal
clause refers to the past, only the form might is used.
E.g. - She opens the window that she may get a breath of fresh air.
- He got up, cautiously, so that he might not wake the sleeping boy.
d. In inversion of first conditional sentences

first person singular and plural, would is used with the second and third persons
singular and plural.
E.g. - If I were you, I should accept the offer.
- What would you say if I asked you to join us for a holiday.
In mixed conditional type, it refers to no particular time and the
consequence to the past. It has the form:
[If simple past tense, S + would have + PII].
E.g. - If he were a good student, he would have studied for the exam yesterday.
In inversion of second conditional sentences, adverbial clauses of second
condition containing were in subordinate clause is often introduced without any
conjunction. It refers to a difficult fact.
E.g. - Were I once again among the heather in those hills, I should be myself.
b. The conjunctions introducing adverbial clauses of condition are: if, in
case, provided, suppose, and some others
* In case and Provided/Providing are chiefly used in sentences of real condition.
E.g. - In case I do not find her at home, I shall leave her a note.

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- Providing, you drive carefully, I will lend you my car.
* Suppose/Supposing is more common in sentences of unreal condition.
E.g. - Suppose you were in that haunted house, what should you do?
- Supposing I had a day off yesterday, I would go to Do Son Beach.
c. In object clauses when the predicate of the principal clause is expressed
by “wish”/ “If only”
It refers to an unreal fact. If the action expressed in the object clause is
simultaneous with that of the principal clause, the past subjunctive of the verb to
be is used. The form [S + wish/wished + (that) + past subjunctive clause]
expresses a regret or a wish about a present situation.
E.g.
- I wish I were the Prime Minister of India for a year.

E.g. - The match will commence at 10o‟clock and it is time you got ready.
Besides, in these following cases, there is a slight difference in meaning
between the forms: [It is time + infinitive] merely states that the correct time
has arrived; [It is time + past subjunctive mood clause] implies that it is a little
late and the speaker complains about something should be done.
E.g.
- It is already half past midnight, and it is time we returned home.
- It is time for us to go home on time.
f. Sentences staring with “would rather” indicate one’s preferences
Sometimes would sooner can be used instead of would rather. There is no

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difference of meaning between them. When the subject of would rather/ would
sooner is the same, the past subjunctive mood is not used. It is followed by the
bare infinitive. It has the form: [S + would rather + (not) bare infinitive].
E.g. - I would rather go to a movie tonight than study grammar.
When the subjects of would rather are different, we use the past
subjunctive mood after would rather to express the present contrary to fact.
E.g. - Henry would rather that Jane worked in the same department as he does
(but Jane doesn’t work in the same department).
1.2.2.3. Past perfect subjunctive mood
The verb to be in the past perfect subjunctive mood has form had been for
all persons singular and plural. When the V is different from be, it has the form
the past perfect indefinite of indicative mood (had + PII). The subordinate
clause, if any, in such sentences must also be expressed with verb in the past
perfect tenses.
The past perfect subjunctive expresses the unreal past event. It can be
considered the past form of the past subjunctive mood which was explained in
the previous subsection. It is certain that the event was not occurred. It often co-
occur with if clause.

- She spoke about him as if she had known him for many years.
In object clauses, the past perfect subjunctive is used when the predicate
of the principal clause is expressed by “wish”/“If only”. It refers to an unreal
past. If the action expressed in the object clause is prior to that of the principal

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clause, the past perfect of the Indicative mood (had + PII) is used.
E.g. - I wish John had come on time.
- If only my friend had learned by heart the lesson.
1.3. Passive forms of subjunctive mood
The passive voice tenses discussed so far have all been in the Indicative
mood. However, verbs in the passive voice can also be put into the subjunctive
mood. It has been seen that all of the tenses in the passive voice are formed using
auxiliaries. As has already been explained, the subjunctive mood of tenses using
auxiliaries is formed by putting the first auxiliary into the subjunctive mood.
The normal form passive subjunctive: [Auxiliary + Past Participle]
The following table summarizes the formation of the subjunctive tenses of
the passive voice:
The formation of the subjunctive mood of the passive voice
Tense
Auxiliary
Verb Form
Simple Present
Present Continuous
Present Perfect
Present Perfect Continuous
Simple Past
Past Continuous
Past Perfect
Past Perfect Continuous

containing false or improbable conditions.
E.g. - I wish he were allowed to come.
- It would have been better if they had been invited.
In the first example, the past subjunctive of the passive voice is used in
expressing a wish. In the second example, the Past Perfect subjunctive of the
passive voice is used in expressing the false condition.
The past subjunctive mood of the Passive Voice has the form of the past
tense of the passive voice “were/was + PII” but in the past subjunctive, the form
“was” is not used, we just only use the form “were” for all persons.
And the past perfect subjunctive mood of the passive voice has the form of
the past perfect tense of the passive voice: [S + had been + Past participle]. It
indicates the unreal event in the past or false condition.
1.4. Error analysis and error correction
According to Dictionary of Language Teaching and Applied Linguistics
(1992) a learner makes a mistake when writing or speaking because of lack of
attention, fatigue, carelessness, or some other aspects of performance. Mistakes

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can be self-corrected when attention is called. Whereas, an error is the use of
linguistic item in a way that a fluent or native speaker of the language regards it
as showing faulty or incomplete learning. In other words, it occurs because the
learner does not know what is correct, and thus it cannot be self-corrected.
It is inevitable that learners make errors in the process of foreign language
learning. However, what is questioned by language teachers is why students go
on making the same errors even when such errors have been repeatedly pointed
out to them. Yet not all mistakes are the same; sometimes they seem to be deeply
ingrained, but at other times, students correct themselves with ease. Thus, we –
language teachers - came to realize that the errors a person made in the process
of constructing a new system of language is needed to be analyzed carefully.
Error analysis will give benefits in three ways: (1) language errors made by the

teaching and learning effective and efficient is an important task for both
English teachers and researchers. To find out those things, we must start from the
errors which are made by learners, then have suitable solutions for those
situations.
2.2. Method
2.2.1. Participants
One first year university English major class and one non-major English
class of Hai Phong private university participated in the current study. All
participants (N =90) were native speakers of Vietnamese. Those intermediate
level learners had had instructions on the subjunctive. Thus, these learners

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appear to have been at a similar instructional stage. Although no claims can be
made about the subjunctive instruction participants had received in high school,
in this university language program, subjunctive instruction begins as early as
the second semester. In this course, participants had already been instructed on
the subjunctive in evaluative statements, adverbial clauses, adjectival clauses
and noun clauses of desire and influence and on the imperfect subjunctive in „if‟
clauses Forty were female and sixty were male and their undergraduate
majors included business, social, sciences. Their ages ranged from 18 to 22
years, with an average age of 19.1 years.
2.2.2. Instruments
The materials for this study are divided into two parts:
1) Questionnaire of grammar theory: The questionnaires included fifteen
sentences in the forms of multiple choice question consisting of three option
(A,B,C) but just one of them is right. All of these questions are involved in
grammatical constituents needed to be identified. The participants must complete
grammaticality judgment task in which they have to provide correct grammar
theory
2) A test of grammatical competence in the subjunctive, which is divided into