i
HANOI PEDAGOGICAL UNIVERSITY N
0
2
FOREIGN LANGUAGE FACULTY
TRIEU THI PHUONG
COMMON ERRORS IN THE USE OF THE
SUBJUNCTIVE MOOD AMONG THE THIRD-YEAR
ENGLISH MAJOR STUDENTS AT HPU2 AND
SUGGESTED SOLUTIONS
(GRADUATION PAPER SUBMITTED IN PARTIAL FULFILLMENT OF THE
DEGREE OF BACHELOR OF ARTS IN ENGLISH)


and for their help during my survey process. The teachers‟ permission along with the
students‟ support helped me collect the necessary and sufficient data for the survey.
Last but not least, I would like to thank my family and my friends for helping and
encouraging me throughout my research. iii
ABSTRACT

The subjunctive mood is an interesting category of English grammar. It is used to
express something that is not true, a statement contrary to fact. Although it is
somewhat rare, questions concerning the subjunctive are very often featured on
English language certification exams. However, constructions using the subjunctive
are not very easy to recognize and they often cause confusion and embarrassment for
learners of English.
Students of English often make errors when they use the subjunctive mood.
Thus, this research entails studying the types and uses of the subjunctive mood and
conducting a survey for error analysis.
The types of errors and their causes have been found from the results of the
survey. In addition, the researcher suggests some solutions for those problems.
iv
STATEMENT OF AUTHORSHIP
Title:
Common Errors in the Use of the Subjunctive Mood among the Third-Year
English Major Students at Hanoi Pedagogical University N
o
2

th
ed. : Eight Edition

vi

TABLE OF CONTENTS

ACKNOWLEDGEMENTS i
ABSTRACT iii

I.3.3.5. The Past Subjunctive in “Wish” Sentences 15
I.3.3.6. The Past Subjunctive with “As If/As Though” 15
I.3.3.7. The Past Subjunctive with “If Only” and “It is (High) Time” 16
I.3.4. Patterns of the Subjunctive 18
I.3.4.1. Compound Forms 18
I.3.4.2. “Should” as Subjunctive 18
CHAPTER TWO
COMMON ERRORS IN THE USE OF THE SUBJUNCTIVE
II.1. SURVEY 20
II.1.1. Purpose of the Survey 20
II.1.2. Population of the Survey 21
II.1.3. Type of the Survey 21
II.1.4. Construction of the Test 21
II.1.5. Preparation of the Survey 22
II.1.5.1. Test Items 22
II.1.5.2. Arrangement of Test Items 22
II.1.6. Administration of the Survey 23
II.1.6.1. Preparation of the Survey 23
II.1.6.2. Delivery of the Survey 23
II.1.7. Methods of Data Analysis 24
II.1.8. Results of the Survey 24
II.2. COMMON ERRORS AND CAUSES 26
II.2.1. Errors in the Form of the Verb “to be” in the Mandative Subjunctive 26
II.2.2. Errors in the Use of the Subjunctive in Reported Speech 27
II.2.3. Errors in the Verbs‟ Form of the Formulaic Subjunctive 27
II.2.4. Errors in the Use of the Past Subjunctive with “As If” and “As Though” 28
II.2.5. Errors in Verb Form for the Third Person Singular in the Mandative
Subjunctive 28
II.2.6. Errors in making negative form of the Subjunctive 29
II.2.7. Errors in the Use of the Past Subjunctive with “If only” 29

organizations (including OPEC, EFTA and ASEAN) use English only and this figure
rises to almost 90 percent among Asian international organizations.
In Vietnam, as in many Asian nations, English plays an important role. Learning
English has become more prevalent and to be seen as more necessary for than ever
before. English is taught as one of the core subjects in many levels of education.
Vietnamese students are made aware of the importance and necessity of studying
English to meet the increasingly important social and economic demand. However,
mastering the English language is not a simple thing. Learners of English encounter a
great variety of difficulties in acquiring not only grammatical rules but also language
skills due to the learners‟ mother tongue interference and oftentimes significant
cultural factors. Grammar is an extremely important part of learning English. Crystal
(2004) states:
Grammar is the structural foundation of our ability to express ourselves. The more we
are aware of how it works, the more we can monitor the meaning and effectiveness of
the way we and others use language. It can help foster precision, detect ambiguity, and
exploit the richness of expression available in English. (p.26)
However, when compared with other languages, English is seen to have a
complicated grammar system. It often causes embarrassment and confusion for
students, especially in communication. It is obviously true that the difficulties in using
grammar might considerably interfere with students practicing English language skills.
2
Among multiple categories of English grammar, one of the most challenging
grammatical categories can be the subjunctive mood. In present-day English, the
subjunctive mood is not used as often as it was in old-English. However, it still exits in
modern formal English (Glencoe, 2002, p.39) and often appears in examinations for
recognized English language certifications. To use it correctly and effectively is a
challenge for many students, especially those in Vietnam. In modern English, the
subjunctive form of a verb is, in many cases, the same as a
corresponding indicative form. This means that the subjunctive is not a very visible
grammatical feature of English. For most verbs, the only distinct subjunctive form is

IV. RESEARCH SCOPE
The general research area of this study is Grammar. The phenomena are the
errors in the use of the subjunctive mood made by the English major students of the
Foreign Language Faculty (FLF). Other topics relating to the subjunctive mood are
also briefly mentioned.
The population involved in the study was one hundred students in class K38
(including 64 students in the Bachelor of Arts program and 36 students in the Bachelor
of Pedagogy program) of the FLF at HPU2 in the academic year of 2014-2015.
V. RESEARCH METHODS
With a view to finding out the common errors as well as the possible solutions
for these errors in using the subjunctive mood, all local and foreign documents will be
collected and reviewed. A survey is designed and conducted. After they have been
collected, the results will be analyzed and their possible solutions will be explained.
VI. RESEARCH TASKS
The study involves fulfilling the following tasks:
- To study the definition, form, classification and uses of the subjunctive mood
in English
- To conduct a survey to find out error types and causes related to the
subjunctive mood in English
- To suggest some solutions which could help to minimize the students‟ errors
VII. RESEARCH SIGNIFICANCE
To many students of English, making mistakes in using English grammar in
general as well as the subjunctive mood in particular is unavoidable due to its
complexity. However, using the proper methods, it might be possible to minimize the
errors. Thus, it is hoped that the study will help to provide:
4
- A full and clear understanding of the subjunctive mood
- Ways to assist students in minimizing the common types of errors
- A useful reference on the issue of the subjunctive mood in English for both
teachers and students with the aim of ensuring a deep and clear understanding

Greenbaum (1973), Thomson and Martinet (1986), Azar (1989), Doan Minh and
Nguyen Thi Tuyet (2001), Richard (2002), Vince (2003), and Murphy (2012), to name
a very few. Almost all of these authors focus their attention on the verb forms of the
subjunctive, its classification, and uses.
In the book A University Grammar of English, Quirk and Greenbaum (1973) give
information about mood in English. They indicate three distinguishable categories of
the subjunctive: the mandative subjunctive, the formulaic subjunctive, and the
subjunctive “were”. They also explain in detail the verb forms and the usage of each
category.
In A Practical English Grammar (4
th
ed.), Thomson and Martinet (1986) focus
on the verb forms and uses of the present and past subjunctive (or unreal past) mood.
They also show in detail some constructions of the subjunctive with “would rather”
and “would sooner”; “It is (high) time”; the conjunctions “as if” and “as though”; and
the subjunctive in conditional and “wish” sentences. They also include an analysis of
the use of unreal past tenses in indirect speech and notes when using these
constructions of the subjunctive mood.
In his book entitled Essentials of English Grammar: A Practical Guide to the
Mastery of English (2
nd
ed.), Baugh (1987) also conducts her research on the three
types of mood. After conveying the usage of mood, she indicates specific functions of
the indicative, the imperative, and the subjunctive mood. She states that the
subjunctive mood uses a different form of the present and the past to express matters
of urgency, formality, possibility, and speculation. Additionally, she also indicates the
different between the subjunctive and the indicative mood. The subjunctive is used to
express something that is not true, a statement contrary to fact, while the indicative
simply states a fact.
6


7
Vince (2003) focuses his attention on unreal time and subjunctives in his book
entitled Advanced Language Practice. He gives explanations for the uses of some
constructions with the subjunctive, such as “it is (high) time”, “wishes”, “would
rather” (followed by a clause), and “as if/though”. He also explains the uses and verb
forms of formal subjunctives and mentions some fixed expressions using subjunctives,
which is called formal subjunctives. In formal subjunctives, he says that after verbs
such as demand, insist, suggest, and require, the subjunctive may be used in formal
style. This has only the infinitive form; there is no third person singular –s or past
tense form.
In English Grammar in Use (4
th
ed.), Murphy (2012) deals with the subjunctive
mood in terms of the conjunctions as if/as though, structures with would rather and it is
time, the uses of wish and conditional sentences. He also gives explanations for the use
of “should” after noun clauses, such as when using It is essential/
vital/necessary/important, etc that and after the number of verbs and adjectives like
insist, recommend, suggest, surprise, strange, and others.
In his speech at a TED conference titled Grammar, Identity, and the Dark Side of
the Subjunctive, the scholar Phuc Tran (2012) firstly introduces the importance of
studying the subjunctive. He states:
Grammar is a tool to be used like a pair of glasses. And when it‟s used at the right time,
it can bring the world into sharp focus. And when it‟s used at the wrong time, it can
make things incredibly blurry. And this all starts with our understanding of the
subjunctive.
Then, he indicates the dark side of the use of the subjunctive mood is that the
subjunctive allows us to be creative, but it also allows us to become mired in regret.
Meanwhile, the indicative does not allow us to imagine, however, it does allow us to
talk about ourselves and our experience in real terms. Finally, he mentions the way

There are three moods in English: the indicative mood, the subjunctive mood,
and the imperative mood (Baugh, 1987).
I.2.2.1.The Indicative Mood
A sentence has a verb in the indicative mood when it declares its contents or asks
its question directly without expressions of attitude.
Examples: He speaks English fluently.
Will you come to my party tomorrow?
Most English verbs are in the indicative (Doan & Nguyen, 2001).
I.2.2.2. The Subjunctive Mood
A sentence has a verb in the subjunctive mood when it expresses a hypothetical
or doubtful situation, or something contrary to fact. As in the following example:
If I were you, I would stay at home.
9
(In this example, the speaker is giving advice based on the impossibility that he
or she was the listener. Therefore, this sentence is hypothetical)
I.2.2.3. The Imperative Mood
A sentence has its verb in the imperative mood when it is used for giving orders,
commands, instructions, or requests.
For instances:
Go outside! (This is a command)
Please close the window! (This sentence expresses a request)
In the imperative mood, “you” is understood before the verb. With the first and
second person, we use the construction with “let”.
Examples: Let me be!
Let‟s go camping!
I.3. An Overview of the Subjunctive
I.3.1. Definitions of the Subjunctive Mood
According to Baugh, “the subjunctive mood uses a different form of the past and
present to express matters of urgency, formality, possibility, or speculation” (1987).
For example:

subjunctive verbs are invariable. They do not exhibit subject-verb concord as in the
following example:
I suggested that he see a doctor.
(Normally, the form of “to see” that is used for “he” is “sees”. However, as
subjunctive-verb concord is not exhibited by subjunctive verbs, “see” is used for “he”
in this sentence.)
I.3.2. Classification and Form of the Subjunctive
In English, the subjunctive mood is classified as the present or the past
subjunctive (Thomson & Martinet, 1986).
I.3.2.1. The Present Subjunctive
The present subjunctive has exactly the same form as the infinitive, therefore the
present subjunctive of “to be” is “be” for all persons, and the present subjunctive of all
other verbs is the same as the present tense. However, “s” is not added for the third
person singular. As in the following examples:
The Queen lives here. (simple present tense)
Long live the Queen! (present subjunctive tense)
11
I.3.2.2. The Past Subjunctive
The past subjunctive has exactly the same form as the simple past. However, the
past subjunctive form of the verb “be” is either I/he/she/it was or I/he/she/it were. In
expressions of doubt or unreality, “were” is more common than “was”.
Example: He behaves as though he were the owner.
(This sentence expresses an unreality. In fact, he is not the owner)
I.3.3. Use of the Subjunctive Mood
I.3.3.1. The Mandative Subjunctive
The mandative subjunctive in that-clauses has only the base form; this means
that there is no s-ending of the finite verb in the third person singular, or past form.
The verb “be” is “be” for all persons.
This subjunctive can be used with any verb in subordinate that-clauses when the
main clause contains an expression of recommendation, resolution, demand, or related

Heaven forbid that
God bless you!
This is also found in the phrase “if need be”, which means “if it is necessary”.
Example: We can always bring another umbrella, if need be.
(This sentence implies that if it is necessary, the speaker and the other referents
of “we” have the option to bring another umbrella.)
Ha (1993, p.268) stated that a wish can be expressed using the formula:
May + S + bare infinitive
Examples: May you be happy in all your life.
May my grandfather live a long life.
I.3.3.3. The Past Subjunctive with “Would Rather…That”
This form of the subjunctive expresses actions contrary to fact at the present.
Would rather is followed by past form of the verb, as wishes about the present and the
verb “to be” is conjugated as “were” for all persons. It expresses preference about
actions, and can be expressed using the formula:
S1 + would rather that + S2 + verb [in simple past tense]
For examples:
I would rather that he paid cash.
(In fact, he doesn‟t pay or doesn‟t plan to pay cash.)
I would rather that it were summer now.
(In fact, it is not summer now.)
13
It can also be used for expressing actions contrary to fact in the past. Would
rather can be followed by the past perfect form of the verb to express wishes about the
past, using the formula:
S1 + would rather that + S2 + past perfect
For example:
Tom would rather that Jill had gone to school yesterday.
(In fact, Jill didn‟t go to school yesterday.)
The following items are important to note:

b. The Past Subjunctive in the Third Conditional
The past subjunctive in the third conditional is expressed using the following
formula:
If + S + V_past perfect + would/could/might+ have + V_past participle
The subjunctive in the third conditionals indicates unreality or improbability in
the past.
For example: If Rob hadn‟t gone to the party, he wouldn‟t have lost his job.
(In reality, Rob went to the party and he lost his job.)
When using this form, it is important to note that:
 The if clause can also come at the beginning of the sentence without changing the
meaning. However, when the if clause begins the sentence, a comma is used to
separate it from the main clause.
Example:
I could go to the ball game if I didn‟t have to work.
OR If I didn‟t have to work, I could go to the ball game.
 In the unreal condition, the past tense form of the verb “be” is always “were”. It
can never be “was.”
 If the verb in the unreal conditional sentence is positive, the meaning is actually
negative. If the verb is negative, the meaning is actually positive.
For examples:
If he were taller, he could play professional basketball.
(He is not tall, he cannot play professional basketball.)
I could record an album if I were a better singer.
(I cannot record an album; I am not a better singer.)
If the taxi driver hadn‟t been speeding, he wouldn‟t have been in an accident.
(The taxi driver was speeding. He was in an accident.)
They would have received tickets if they hadn‟t been late.
15
(They didn‟t receive tickets. They were late.)
I.3.3.5. The Past Subjunctive in “Wish” Sentences

Note that this construction is used to indicate unreality, improbability, or doubt in
the present.
Examples:
That boy acts as if he were stupid, but he really is smart.
(The boy is not stupid.)
Aaron drives as though he were a racecar driver.
(Aaron is not a racecar driver.)
The past perfect form is expressed through the formula:
S + verb + as if/as though+ S + verb in past perfect
The past perfect is used after as if/as though when the sentence refers to an
unreal or imaginary action in the past.
Examples:
Barry told the story as if he had been there.
(Barry was not there.)
The prisoner looked as if he had won the case.
(He had not won the case.)
Note: The verb preceding “as if/as though” can be put into a past tense without
changing the tense of the subjunctive, for example:
He talked as if he were my father.
(In fact, he is not my father.)
I.3.3.7. The Past Subjunctive with “If Only” and “It is (High) Time”
If only can be used in the same way and with the same meaning as “wish”, but it
is more indirect. As such, it is stronger and more unrealistic than “wish”. It is used in
conversation and in formal writing (1986, p.52). The formulas for these expressions
are explained below:
 If only + V_simple past: If only followed by a verb in the past tense
expresses a regret or wish for something that is unreal in the present, for
instance:
If only there were snow in summer.
(But there is not snow in summer.)

Charles: If only we hadn't missed the train.
 Charles said that if only they hadn‟t missed the train.