The subjunctive conundrum in English 1

Size: px
Start display at page:

Download "The subjunctive conundrum in English 1"

Transcription

1 The subjunctive conundrum in English 1 Bas Aarts Department of English Language and Literature, UCL There have been various approaches in the literature to the questions of whether the English subjunctive is a separate mood (conceived of as an inflectional form), and whether subjunctive verbs and/or clauses should be regarded as finite or non-finite. In this article I discuss these issues, and I will argue that the properties of the English subjunctive can be accounted for by recognising a subjunctive clause type, characterised by a number of distinctive syntactic properties. Keywords: subjunctive, mood, inflection, clause type 1. Introduction The view espoused in Palmer (1987: 46) that the notion of a subjunctive mood is a simple transfer from Latin and has no place in English grammar is generally accepted in most modern descriptive frameworks. But the consequences of accepting such a view have not been sufficiently appreciated in the literature. In this article I will discuss a number of approaches to the English subjunctive, and I will argue that none of them deals adequately with the fallout of denying the existence of an inflectional subjunctive in English. I will propose that English subjunctive clauses can be described by making reference to the notion of Subsective Gradience (as proposed in Aarts 2007), and that the grammar of English should recognise a subjunctive clause type, along with declaratives, interrogatives, imperatives and exclamatives. 1 This article is based on a plenary lecture I delivered at the First Triennial Conference of the International Society for the Linguistics of English (ISLE) in Freiburg, Germany. I am grateful to two anonymous referees, Ekkehard König, Bettelou Los, Ingo Plag, Geoffrey Pullum, and Tim Waller for comments. I am also grateful to Teresa Fanego for valuable suggestions. Folia Linguistica 46/1 (2012), issn , e-issn Mouton de Gruyter Societas Linguistica Europaea doi /flin

2 2 Bas Aarts 2. Some background I will start with a brief reminder of the history of the subjunctive in English. In Old English (OE) there were two forms for the singular and plural subjunctive, as in the paradigm for the class I weak verb trymman, shown in Table 1. Table 1. The paradigm for OE trymman (from Hogg 2002: 42 3) Indicative Subjunctive Present Past Present Past 1 Sg trymme trymede Sg trymme trymede 2 Sg trymest trymedest Plural trymmen trymedon 3 Sg trymeð trymede Plural trymmað trymedon Note that in OE there was a present and past subjunctive. Overall the number of inflections for the subjunctive was limited, even at that time, with only singular and plural forms, but no person distinctions. The situation was slightly more complicated for the verb bēon ( to be ) whose present tense paradigm had alternative forms based on a b-root and s-root, as in Table 2, and different forms for the past tense, based on a w-root. As noted by Elizabeth Traugott (1992: 240), the subjunctive had a wider range of uses in OE than in present-day English. It was used, for example, in reported speech. As is well-known, the subjunctive inflection was later lost, and modal verbs or the indicative took over (Moessner 2002, 2006, 2007, Auer 2006). Most modern grammarians agree that there is no justification for recognising an inflectional subjunctive in English (Quirk et al. 1985: 97, Palmer Table 2. The paradigms for the verb be in Old English (from Lass 2006: 58) Present Past Indicative Subjunctive Indicative Subjunctive s-root b-root s-root b-root w-root only 1 Sg eom bēo sīe bēo wæs wær-e 2 Sg eart bi-st sīe bēo w ǣ r - e w ǣ r - e 3 Sg is bi-þ sīe bēo wæs w ǣ r - e Plural sindon/sint/ bēo-þ sīe-n bēo-n w ǣ - r o n wǣr-en ear-on

3 The subjunctive conundrum in English : 46, Haegeman and Guéron 1999: 324 6, Huddleston and Pullum et al. 2002: 89 90, Anderson 2001, 2007: 12). The present subjunctive is held to be identical to the base form of regular verbs, while the past subjunctive is identical to the past tense, with be a special case. By recognising that there is no inflectional subjunctive mood in English, syncretism in the verbal paradigms of English is avoided, which is a welcome result. However, there is much less agreement as to whether subjunctive verbs are finite or nonfinite. And there is also no agreement as to whether the containing clause is finite or non-finite. For PDE there have been claims by many scholars, that the subjunctive is dying out. Famously, Fowler listed the facts shown below regarding the subjunctive in his Dictionary of Modern English Usage. (These are repeated in the second edition; 1965: ) that it is moribund except in a few easily specified uses; that owing to the capricious influence of the much analysed classical moods upon the less studied native, it probably never would have been possible to draw up a satisfactory table of the English subjunctive uses; that assuredly no one will ever find it possible or worth while to do so now that the subjunctive is dying; and that subjunctives met with today, outside the few truly living uses, are either deliberate revivals, especially by poets, for legitimate enough archaic effect, or antiquated survivals giving pretentious flavour to their context, or new arrivals possible only in an age to which the grammar of the subjunctive is not natural but artificial. (Fowler 1965: 595) Peters (2004: 520) claimed that Fowler s views may have led to a decline of the use of the subjunctive, given Fowler s negative attitude to it. It is not clear whether his influence would have been that great, but certainly he was not the only person to hold negative views about the subjunctive. Frank Palmer was also uncompromising when he wrote that the notion of a subjunctive mood is a simple transfer from Latin and has no place in English grammar (1987: 46). However, in the 1990s attitudes toward the subjunctive changed. Robert Burchfield in his 1998 revision of Fowler s book changed the entry on the subjunctive, and claimed the opposite of what Fowler claimed, namely that the use of the subjunctive is increasing in BrE and other varieties. A number of studies have since shown that there has been a revival of the subjunctive in the twentieth century. Among them are Övergaard (1995), Hundt (1998), Serpollet (2001) and Leech et al. (2009).

4 4 Bas Aarts As for cross-varietal usage, it is well-known that there are important differences between British and American English. In the United States the subjunctive is very much alive, and much more frequent than in the UK. According to Algeo (2006: 264) what he calls the mandative indicative, as in I think it s crucial that he checks the facts, occurs with some frequency in the UK, but is very rare in the US. He notes that this construction is confusing for Americans because it is either interpreted as a statement of fact or unacceptable. If there is indeed an issue of mutual incomprehension, this makes the subjunctive a very interesting area of research into how varieties of English might be diverging from each other. 2 I will now discuss some modern approaches to the grammatical analysis of the subjunctive. 3. A gradience approach: Quirk et al. (1985) In Quirk et al. (1985: 149) the subjunctive is regarded as a marked mood. They write [t]erms for the two major categories of the present subjunctive are the mandative and the formulaic subjunctive... These are realized, like the imperative, by the base form of the verb (ibid.: 155). The base form can be finite or nonfinite (ibid.: 97). The subjunctive verb form is regarded as finite, despite the fact that, with the exception of be, there is no inflectional tense contrast and no person/number concord. Quirk et al. (1985: 150) propose what they call a scale of finiteness, as shown in Table 3, applying the criteria shown below the table. Quirk et al. (1985: 150) remark that [t]he five criteria listed above lead to inconsistency, in that subjunctive and imperative verb phrases are according to criteria (a) and (e) finite, whereas according to criterion (c) they are non-finite. (ibid. 1985: 150). Criterion (d) is not mentioned in this quotation, though the table clearly shows that according to this criterion subjunctives are regarded as nonfinite. While the table captures the hybrid nature of subjunctive clauses extremely well, there are some modifications we could implement. In my view criterion (a) should be marked? for the subjunctive, given that locutions like God save the Queen are fossilised, and not productive. With regard 2 Note also that in Britain the construction with should is common, as in I think it s crucial that he should check the facts, whereas this is unusual in the US. See below.

5 The subjunctive conundrum in English 5 Table 3. Quirk et al. s scale of finiteness (1985: 150) (a) (b) (c) (d) (e) indicative subjunctive +? + Finite imperative +? + infinitive Nonfinite (a) Finite verb phrases can occur as the verb phrase of independent clauses. (b) Finite verb phrases have tense contrast. (c) There is person concord and number concord between the subject of a clause and the finite verb phrase. (d) Finite verb phrases contain, as their first or only word, a finite verb form which may be either an operator or a simple present or past form. Do-support is used in forming (for example) negative and interrogative constructions [when no auxiliary verb is present]. (An anonymous referee notes that do-support occurs only if no auxiliary verb is present.) (e) Finite verb phrases have mood, which indicates the factual, nonfactual, or counterfactual status of the predication. to criterion (b), as is well known, the past subjunctive is syncretic with the past tense for most verbs, and cannot be distinguished from it. However, given that be is an exception, criterion (b) should perhaps also be marked?. Criterion (e), by stating that [f]inite verb phrases have mood, which indicates the factual, nonfactual, or counterfactual status of the predication confuses the syntax of subjunctive verb phrases with their semantics, and for that reason we could drop it altogether. As we will see in a moment, however, reasons do exist for regarding subjunctive clauses as finite. The scale of finiteness implies the existence of gradience as defined by Aarts (2007) in allowing for verb phrases to be finite to a greater or lesser degree. This is an attractive idea, which we also find in Palmer s work: the subjunctive, if it does not have full tense marking..., is less finite than the declarative (Palmer 1986: 162), and in the work of Givón (1990, 1993, 2001), discussed critically in Bisang (2007: 117f.). See also Koptjevskaja- Tamm (2009: 230). Despite the perceived gradience Quirk et al. opt for a sharp distinction between finite and nonfinite verb forms, as Table 3 shows: the indicative, imperative and subjunctive are finite verb forms, whereas the infinitive is nonfinite. By percolation verb phrases and clauses that contain a finite verb are also finite. Quirk et al. thus follow the tradition at least in part:

6 6 Bas Aarts while recognising that there is no distinctive inflectional subjunctive, the verb form that realises the subjunctive is nevertheless finite. But claiming that subjunctive verbs are finite, while at the same time maintaining that there is no inflectional subjunctive in English is problematic. One of the consequences of this stance is that there is no way to distinguish subjunctive clauses from indicative clauses. We cannot say that a subjunctive clause is a clause that contains a subjunctive verb form, because there are no subjunctive verb forms. Both subjunctive and indicative clauses in this view are finite, headed by a finite verb. 4. Two generative approaches Working in the generative tradition Radford (1988: 291) also treats subjunctive clauses as finite on two grounds, as the quotation below makes clear. quotethe claim that subjunctive Clauses are finite can be defended on both universalist and particularist grounds. On universalist grounds, we can argue that in languages which have a richer inflectional system than English, subjunctive Clauses do indeed turn out to be inflected... The second (obviously more compelling) reason for treating subjunctive Clauses in English as finite is that they share certain morphosyntactic properties in common with indicative Clauses which differentiate them from nonfinite Clauses. For example, neither indicative nor subjunctive Clauses can be subjectless, whereas nonfinite Clauses can indeed be subjectless.... Secondly, subjunctive Clauses pattern like indicative Clauses (and unlike non-finite Clauses) with respect to the case-marking of any overt Subject which the clause contains. (Radford 1988: 291; emphasis in original) I think we can safely disregard the universalist reason, which Radford himself indicates is unpersuasive. It has long been accepted that the grammar of English should not be modelled on that of another language, such as Latin, as has been done in the past, and reviving this bad practice on grounds of universality would be unfortunate. We are left with Radford s morphosyntactic reasons for analysing subjunctive clauses as finite. These are more persuasive, at least as far as the observation regarding an obligatory subject is concerned. The case-marking argument appears to be circular, at least within the GB-model that Radford espouses. Here a subject receives nominative Case from a finite inflection node ( INFL or I ). Subjunctive clauses have nominative subjects because they have a finite

7 The subjunctive conundrum in English 7 inflection node. Why do they have a finite inflection node? Because they have nominative subjects. I will return to the morphosyntactic criteria that Radford discusses later. An alternative view is put forward in later books by Radford (Radford 1997: 161, 2009: 107 9) and also in Haegeman and Guéron (1999: 324 6), amongst others. 3 These authors treat clauses that contain a subjunctive verb as finite, despite the subjunctive verb itself being realised as a nonfinite verb. How is this implemented? They propose that a sentence like (1) contains a covert modal auxiliary, indicated by the boldface [M] in (2). In this way the subordinate clause can be finite, while the verb be is nonfinite. To support their analysis the authors point to the analogy between (2) and (3), and between (4) and (5). (1) It is important that he be invited. (2) It is important that he [M] be invited. (3) It is important that he should be invited. (4) It is important that he [M] not receive the information. (5) It is important that he should not receive the information. Interestingly, the idea of an ellipted modal is based on ideas which Visser traces back to the eighteenth century. In the eighteenth century the notion that there was an ellipsis of auxiliaries seems to have prevailed: 1761 Joseph Priestley (The Rudiments of English Grammar p. 84), discussing the utterance We shall overtake him though he run, writes: Almost all the irregularities in the construction of any language arise from the ellipsis of some words which were originally inserted in the sentence, and made it regular: let us endeavour to explain this manner of speaking, by tracing out the original ellipsis: may we not suppose that the word run in this sentence is the radical form (which answers to the infinitive mood in other languages) requiring regularly to be preceded by another verb expressing doubt or uncertainty, and the entire sentence to be We shall overtake him though he should run?. (Visser 1966: 788) Radford mentions a number of further publications which posit a null modal should, rather than a null M (ibid , 136). Positing a covert modal auxiliary is problematic, because again we have circularity: why is the subordinate clause finite? Because it contains a non-overt modal. Why does it contain a non-overt modal? Because we want the clause to be finite. Haegeman and Guéron (1999: 325) say that [i]f there is a non-overt modal 3 See Radford (2009: 136) for references.

8 8 Bas Aarts in the sentence, then the properties of subjunctive clauses follow. It is difficult to see how the properties of subjunctive clauses can follow from something that is not overtly present. 5. A constructional approach to the subjunctive I turn now to the analysis adopted in Huddleston and Pullum et al. (2002). Before discussing their approach to the subjunctive a few comments on their treatment of the present tense are necessary. These authors claim, in common with other grammarians, that it makes sense to say that English has a present tense, even for the verb forms that are realised by the base form of the verb (which Huddleston and Pullum et al call the plain present tense ). This is because there exists a third person singular inflection for regular verbs, and because the paradigm for be shows a fuller set of forms in the present tense. Thus, in they work hard we can call work a plain present tense inflectional form. However, Huddleston and Pullum et al. (2002) argue that this line of reasoning cannot apply to the subjunctive: because English has no unique inflectional subjunctive forms at all, it does not make sense to say that in I demand that he go the verb go is a present subjunctive inflectional form. It follows that it also does not make sense to call it a finite base form, as Quirk et al. (1985) do. Instead, for Huddleston and Pullum et al. (2002: 83) so-called subjunctive verbs are not marked for being finite or nonfinite in form. They occur in what they call the plain form. Note that for these authors the plain form is distinct from the plain present tense form. The former can occur in finite and non-finite clauses, as we will see presently, whereas the latter always occur in finite clauses. In Huddleston and Pullum et al. (2002) the notion of finiteness is defined as follows. The general term finite is related to its everyday sense of limited. More specifically, a finite verb is characteristically limited with respect to person and number. In its traditional application to English, for example, takes is finite in that it is limited to occurrence with a 3rd person singular subject. Being limited is thus a matter of being marked for the relevant categories. (Huddleston and Pullum et al. 2002: 89) In English for many grammarians being limited with respect to person and number entails being tensed (Trask 1993: 103 4, Leech 2006: 41). By

9 The subjunctive conundrum in English 9 percolation, a verb phrase or clause is finite by virtue of its head carrying tense. Tensed verbs, with the exception of the modals, can head an independent predication. For Huddleston and Pullum verb forms are primary or secondary. They write: Clauses whose verb is a primary form are finite, those whose verb is a past participle or gerund-participle [= present participle] are nonfinite, but those with a plain form verb can be either, depending on the construction (Huddleston and Pullum et al. 2002: 88). Clauses containing a plain present tense form are finite and contain a finite plain present tense form, as we have seen. Subjunctive clauses are examples of finite clauses headed by a verb in the plain form. All this means that for Huddleston and Pullum a clause that is marked as finite is not necessarily tensed. What s more, a clause that is tensed is not necessarily finite. An example of a tensed nonfinite clause is given in the italicised portion of (6). Huddleston and Pullum regard the perfect construction as a secondary tense, and for this reason the italicised clause is tensed, but nonfinite. (6) He was pleased to have finished his exam. For Huddleston and Pullum, finiteness is a syntactic category of the clause (ibid.: 88 9), not an inflectional category. 4 As we have seen, they deny the existence of subjunctive verb forms in English (2002: 89 90). Instead, for them the subjunctive is a construction (ibid.: 77, 89, 993f.): The term subjunctive is generally applied to an inflectional category of the verb but,..., we are here reinterpreting it as the name of a syntactic construction a clause that is finite but tenseless, containing the plain form of the verb (Huddleston and Pullum et al. 2002: 993, italics mine). Viewed in this way the italicised portion of (7) is an example of a non-tensed finite subjunctive clause with a verb in the plain form. (7) It is essential that he possess the quality of the unsung hero: a hero who is, if anything, embarrassed if the singing starts. [The Times, 22 May 2007] As we have just seen, for Huddleston and Pullum et al. primary forms are inflected, i.e. they are defined as being limited with respect to person and number ( the primary forms are the tensed ones ; ibid.: 88). But they also say that [t]he prototypical finite clause contains a tensed verb (or irrealis were), but there are grounds for extending the boundaries of the category to include the imperative and subjunctive constructions too. (Huddleston 4 On the notion of finiteness, see also Plag (1993: 102f.) and the articles in Nikolaeva (2007).

10 10 Bas Aarts and Pullum et al.: 89). If imperative and subjunctive clauses are less prototypically finite because they do not contain a finite verb this can only mean that they are limited with respect to person and number to a lesser degree. And this is indeed the case according to these authors because subjunctive verbs lack a subjunctive inflection. But if they are not inflected, this entails that defining the notion finite subjunctive construction becomes an issue. Huddleston and Pullum do not offer an explicit solution to this problem, though they do offer an implicit solution by appealing to a notion of what we might call syntactic resemblance. They say that subjunctive clauses are finite because they are like finite clauses in three ways (Huddleston and Pullum et al. 2002: 90): they have obligatory subjects; they take the same subordinators as tensed clauses, and they alternate with tensed clauses In sum, for Huddleston and Pullum there are no subjunctive verb forms, only finite subjunctive constructions, headed by verbs which are neither finite nor nonfinite. The main problem with the Huddleston and Pullum account is that questions arise with respect to the exact nature of the subjunctive construction that these authors invoke. They leave the concept undefined, because they do not make clear how they understand the concept of construction. As a theoretical notion, constructions do not play a defined role in their grammar. 6. Anderson (2001 and 2007) In two recent articles from 2001 and 2007 John Anderson defines the notion of finiteness as the capacity to license an independent predication (Anderson 2007: 1; see also Anderson 2001: 160). He calls this syntactic finiteness, as distinct from morphosyntactic finiteness (2001: 160). For Anderson the capacity to license an independent predication seems to be a necessary and sufficient condition for finiteness. He concludes that for this reason the English subjunctive is clearly syntactically nonfinite (2001: 161), because subjunctive clauses cannot stand on their own. In Anderson s account, the verb form left in (8) is also nonfinite, which seems surprising initially, but follows from his reasoning; after all, the clause in

11 The subjunctive conundrum in English 11 which this non-temporal use of the verb leave occurs cannot stand on its own. In Anderson s words: The preterite form occurs under rection by the would of the following clause (2001: 162). (8) If I left on Tuesday, you would regret it. Using the same reasoning, the verb should in (9) is nonfinite for Anderson. And in (10) smokes is also regarded as nonfinite, because the relative clause cannot stand on its own. (9) They demand(ed) that I/Babsie should leave. (10) This is the pipe which Bill smokes in bed. As for a sentence like (11), here the that-clause is finite, despite the fact that it cannot stand on its own, and this is because, the subordinator is, in Anderson s words, extra-predicational, so not pertinent to questions of finiteness (2007: 9). (11) We said (that) Bill smokes a pipe in bed. In (10) the relative pronoun which is clearly not extra-predicational : it functions as the direct object of the verb smoke. Anderson says that the English subjunctive shows morphological reduction; if we recognize a continuum here, the subjunctive is relatively less morphosyntactically finite than the indicative, but more so than the infinitive, in so far as it distinguishes... preterite vs. nonpreterite (though not necessarily as a reflection of temporal distinctions) and it licenses unmarked subjects. (ibid.) This is reminiscent of the model in Quirk et al. (1985) shown in Table 3 and of Huddleston and Pullum et al. s (2002) account. Despite mentioning a continuum, it does not seem to play a role in Anderson s analysis. Characterising finiteness only with reference to the capacity to license an independent predication is perhaps too restricted a definition of the notion of finiteness. Summarising the analyses we have looked at so far, Quirk et al. opt to analyse subjunctive clauses as finite, headed by a finite verb. Radford and Haegeman and Guéron regard the subjunctive verb as nonfinite, and appeal to a non-overt modal auxiliary verb to be able to analyse the subjunctive clause as finite. This is similar to Huddleston and Pullum et al. s analysis, except that for them the containing clause is a subjunctive construction, which is regarded as finite by appealing to an unexpressed notion of syntactic resemblance. For Anderson subjunctive verbs and their clausal

12 12 Bas Aarts projections are nonfinite. All these approaches are in some way or other unsatisfactory, as we have seen. I will turn now to my own approach to English subjunctives. 7. Subjunctive as clause type I would like to suggest a novel approach to subjunctives in which the notion of a subjunctive construction is accepted, and analysed as peripherally finite in terms of the morphosyntactic features that it displays. More specifically, I propose an approach to the subjunctive in terms of what I have elsewhere called Subsective Gradience (SG; Aarts 2007). This obtains when elements that belong to a particular grammatical form class or construction display the properties of that class or construction to a greater or lesser extent. With regard to the subjunctive construction we can now say that on the scale of finiteness subjunctive clauses are peripherally finite if we regard the finite prototype as being characterised by the properties listed below Table 4, which is a recast and extended version of Quirk et al. s Table 3. Using these criteria we posit that prototypical finite clauses conform to all the criteria, whereas subjunctive clauses fully conform to only three criteria, and partially to two. We have a case here of Subsective Constructional Gradience (Aarts 2007). At this point the reader may be wondering why subjunctive clauses instantiate Subsective Gradience (SG), rather than Intersective Gradience (IG). This is because IG obtains when a formative or construction can be characterised by properties from two sets of morphosyntactic properties that pertain to those elements or constructions. An example of Constructional Intersective Gradience is the coordination-subordination gradient. In the case under discussion we have only one set of properties that apply, which makes this an example of SG. In this connection, I would like to propose here that the grammar of English recognise a subjunctive clause type, along with declaratives, interrogatives, imperatives and exclamatives. I conceive of clause types as a system of grammar, described in detail in Huddleston (1984, 1994), and consolidated in Huddleston and Pullum et al. (2002). In this framework the clause types are the analytic reflexes of the synthetic moods of English. Thus declarative or indicative mood is implemented in a declarative clause type, and imperative mood is implemented in an imperative clause type.

13 The subjunctive conundrum in English 13 Table 4. Subsective Gradience in subjunctive clauses (a) (b) (c) (d) (e) (f) (g) ± ± (a) Finite clauses can license an independent predication. > The subjunctive mostly cannot, but formulaic subjunctives are an exception. (b) Finite clauses have tense contrast. > There are no present/past subjunctive verb forms for most verbs. The verb be (which Huddleston and Pullum 2002 call irrealis were) is an exception. (c) There is person concord and number concord between the subject of a clause and the finite verb phrase. > This does not apply to the subjunctive. (d) Finite clauses contain a verb form which may be either an operator or a simple present or past form. Where no auxiliary verb is present do-support is used in forming (for example) negative and interrogative constructions. > This does not apply to the subjunctive. (e) Finite clauses have an obligatory subject, in the nominative case where appropriate. > This applies to the subjunctive. (f) Finite clauses make use of particular subordinators, typically that. > This too applies to the subjunctive. (g) Finite clauses can alternate with subjunctive clauses after appropriate triggers, e.g. verbs such as demand, insist, require, adjectives such as desirable, necessary, imperative, etc. > This applies to the subjunctive. a, b a An anonymous referee asks a number of questions about the proposed properties, for example How do we know all relevant features have been counted?, How do we know the same weight can be attributed to all features? and Why are functional/semantic criteria not considered? These are issues which I address in Aarts (2007: 225 8). It is important to bear in mind that what I propose in Aarts (2007) is an idealised model of linguistic reality. This is a reasonable strategy in an attempt to get to grips with the often rather messy facts. b It might be objected that the observation that subjunctive clauses alternate with tensed clauses is perhaps not a fully convincing reason for saying that they are finite. We might observe, for example, that the fact that Jim to be a fool alternates with that Jim is a fool after e.g. believe does not make the former any more finite. However, the alternation between finite clauses and subjunctive clauses after certain triggers is a systematic one, whereas the alternation between finite clauses and infinitive clauses is not. I m grateful to an anonymous referee for pointing this out to me. (The clause type system also allows for interrogative and exclamative clauses, though there were of course never interrogative or exclamative moods in English.) Each clause type can be characterised syntactically, and has an associated predominant use. Thus, declaratives are typically used to make statements which the speaker believes to be true, interrogatives are typically used to ask questions, etc. As is well known, indirect speech acts

14 14 Bas Aarts of the can you pass the salt-type are very common. In this particular case an interrogative structure is used to issue a directive. In order to talk of a subjunctive clause type, a case has to be made for the subjunctive clause as a structure with a distinctive morphosyntactic make-up. This can be done by enumerating the properties of subjunctive clauses, as follows. Subjunctive clauses... (i) do not take do-support when negated; instead the verb is preceded by not; (ii) are subordinate (with a few formulaic exceptions), i.e. cannot occur on their own; (iii) have verbs which occur in the plain form (thus the third person singular present tense is not marked by -s); (iv) do not show a tense contrast (except for be). The first and second points on this list distinguish the subjunctive clause type from the declarative clause type. The first point is illustrated by (12), as compared with the declarative clause in (13). (12) I suggest that he not go. (*I suggest that he don t go.) > subjunctive (13) I suggest that he does not go. > indicative We see that in negated subjunctive clauses the negative marker not is placed before the verb. Visser (1966: 847) speculates that this is a recent syntactic pattern. By contrast, declarative clauses feature do-support. The second point distinguishes the subjunctive clause type from the declarative, interrogative and exclamative clause types which can either occur as main clauses or as subordinate clauses. It also distinguishes the subjunctive clause type from the imperative, which can only occur in main clauses. If we recognise a subjunctive clause type we obtain a neat parallel with the declarative, interrogative, imperative and exclamative clause types, each of which also have a distinctive syntactic makeup. In English we have no interrogative, imperative and exclamative moods, and arguably no indicative mood, conceived of as verb inflections: instead we have declarative, interrogative, imperative and exclamative clause types. In the same way, there is no subjunctive mood, again conceived of as a verb form, but it is nevertheless possible to recognise a subjunctive clause type, as we have seen. The resulting clause type system of English would look like Table 5.

15 The subjunctive conundrum in English 15 Table 5. The clause type system in English Mood Indicative Clause type Declarative Interrogative Imperative Exclamative Subjunctive Typical use Make statement Ask a question Issue a directive Utter an Issue a directive (mandative which the exclamation speaker believes clauses) to be true If we regard mood in English as being essentially analytic, as suggested above, then we can eliminate the top row of this table (cf. Huddleston and Pullum et al. 2002: 172, who make no use of the label indicative ). See also Palmer (1986: 23f.). The label use in this table refers to the typical illocutionary force associated with the clause type immediately above it. From the point of view of usage, typical subjunctive clauses are like imperative clauses in having a directive force. Thus in example in (14) below (a mandative subjunctive) the speakers wished something to be brought about, namely that certain items are supplied to the union. (14) For both safety and security purposes I require [that a list of all locks and keyholders, together with a full set of keys be supplied to the union]. 5 The present proposal bears similarities to an analysis put forward in Huddleston (1984: 360), where he proposes a jussive 6 clause type, which comprises two subtypes shown in Table 6: imperative and non-imperative. Within the non-imperative type we have the Heaven forbid-type in main clauses, and the type exemplified by the subordinate clause in It s essential that they be present. Huddleston reserves the label subjunctive for verbal inflections in his 1984 book. A problem with Huddleston s (1984) proposal is that the jussive clause type seems to be too commodious, and appears justified mainly, if not exclusively, on the basis of the semantic resemblance between imperative and subjunctive constructions. The model in Table 6 is not adopted in Huddleston and Pullum (2002). In that publication the Heaven forbid-type of the non-imperative jussive is classed as a minor clause type, more specifically an optative (Huddleston and Pullum et al. 2002: 944). For the subordinate type in It s essential that 5 British component of the International Corpus of English (ICE-GB); W1B This notion goes back to Lyons (1977: 745), for whom the jussive is a clause type associated with the imperative.

16 16 Bas Aarts Table 6. The jussive clause type (from Huddleston 1984: 360) Imperative Non-imperative let gr -Subject Be careful Main Heaven forbid +Subject You be careful Subordinate It s essential that they be present. +let gr Let s go to the beach If that is what the premier intends, let him say so. they be present the label subjunctive construction is used, as we have seen. In the proposal I presented in Table 6 the subordinate subjunctive is classed as one of the major clause types. The advantage of this analysis is that there now obtains a parallelism with the other clause types, which gives meaningful content to Huddleston and Pullum et al. s notion of a subjunctive construction. One issue remains. What do we do with what Quirk et al. call putative should? This is the type of construction we have in (9) and (15). (15) It is crucial that she should leave the premises on time. Table 7. Properties for clauses containing putative should (a) (b) (c) (d) (e) (f) (g) (a) Finite clauses can license an independent predication. > Clauses with putative should cannot. (b) Finite clauses have tense contrast. > Should is morphologically, if not semantically, a past tense. (c) There is person concord and number concord between the subject of a clause and the finite verb phrase. > This does not apply to putative should-clauses. (d) Finite clauses contain a verb form which may be either an operator or a simple present or past form. > This applies to clauses containing putative should. (Do-support is irrelevant here.) (e) Finite clauses have an obligatory subject, in the nominative case where appropriate. > This applies to clauses containing putative should. (f) Finite clauses make use of particular subordinators, typically that. > This applies to clauses containing putative should. (g) Finite clauses can alternate with subjunctive clauses after appropriate triggers, e.g. verbs such as demand, insist, require, adjectives such as desirable, necessary, imperative, etc. > This applies to putative should-clauses.

17 The subjunctive conundrum in English 17 Is this should finite or non-finite? Huddleston and Pullum et al. note that that this construction involves a use of a modal auxiliary that cannot be identified with one of the uses characteristic of main clauses (ibid.) Main clause should (as in you should leave) typically carries the deontic meaning of obligation. We have already seen that for Anderson should in (9) and (15) is nonfinite by virtue of the fact that the containing that-clause cannot stand on its own, precisely because of the specialised meaning of should. For Huddleston and Pullum et al. the that-clauses in (9) and (15) are not ordinary declaratives, but what they call specialised modal constructions (2002: 994). They would presumably be finite in their account. However, as the Quirk et al.-style grid in Table 7 shows, putative should-clauses are not prototypically finite, since only five out of the seven properties are marked with a plus symbol. If that-clauses containing putative should are indeed finite, this means that we must allow our grammar to recognise finite clauses that cannot stand on their own. To conclude, I summarise the different approaches to the subjunctive discussed in this article in Table 8. On the grounds that subjunctive clauses display a particular syntactic configuration, the analysis proposed here differs from the others in suggesting that the grammar of English recognise a subjunctive clause type. Table 8. The (non)finiteness and clause type of subjunctives Finite verb Nonfinite verb Finite clause/ construction Nonfinite clause Clause type Quirk et al. (1985) + + Decl. Radford (1988) + + Decl. Radford (1997)/Haegeman and Guéron (1999) + + Decl. Huddleston and Pullum et al. (2002) n/a n/a + Decl. Anderson (2001/2007) + Decl. Aarts (2011) n/a n/a + Subj. Not in bibl (or is it this article?)

18 18 Bas Aarts References No reference in the text Aarts, Bas Syntactic gradience: The nature of grammatical indeterminacy. Oxford: Oxford University Press. Algeo, John British or American English? Cambridge: Cambridge University Press. Anderson, John M Modals, subjunctives, and (non-)finiteness. English Language and Linguistics 5: Anderson, John M Finiteness, mood and morphosyntax. Journal of Linguistics 43: Auer, Anita Precept and practice: the influence of prescriptivism on the English subjunctive. In Christiane Dalton-Puffer, Dieter Kastovsky, Nikolaus Ritt & Herbert Schendl, eds. Syntax, style and grammatical norms: English from Frankfurt: Peter Lang, Bisang, Walter Categories that make finiteness: Discreteness from a functional perspective and some of its repercussions. In Irina Nikolaeva, ed. Finiteness: Theoretical and empirical foundations. Oxford: Oxford University Press Burchfield, Robert The new Fowler s modern English usage. Revised 3rd edn. Oxford: Oxford University Press. Fowler, H. W A dictionary of modern English usage. Revised by E. Gowers, 2nd edn. Oxford: Clarendon Press. Givón, Talmy Syntax: A functional-typological introduction. Amsterdam: John Benjamins. Givón, Talmy English grammar: A function-based introduction. Amsterdam: John Benjamins. Givón, Talmy Syntax. Amsterdam: John Benjamins. Haegeman, Liliane & Jacqueline Guéron English grammar: A generative perspective. Oxford: Blackwell Publishers. Hogg, Richard M Phonology and morphology. In Richard M. Hogg, ed. The Cambridge history of the English language. Vol. I: The beginnings. Cambridge: Cambridge University Press Hogg, Richard M An introduction to Old English. Edinburgh: Edinburgh University Press. Huddleston, Rodney Introduction to the grammar of English. Cambridge: Cambridge University Press. Huddleston, Rodney The contrast between interrogatives and questions. Journal of Linguistics 30: Huddleston, Rodney & Geofffrey Pullum et al The Cambridge grammar of English. Cambridge: Cambridge University Press. Hundt, Marianne It is important that this study (should) be based on the

19 The subjunctive conundrum in English 19 analysis of parallel corpora: On the use of mandative subjunctive in four major varieties of English. In Hans Lindquist et al. eds. The major varieties of English. Papers from MAVEN 97. Växjö: Växjö University, Koptjevskaja-Tamm, Maria Review of Irina Nikolaeva, ed Finiteness: Theoretical and empirical foundations. Oxford: Oxford University Press. Folia Linguistica 43: Lass, Roger Phonology and morphology. In Richard Hogg & David Denison, eds. A history of the English language. Cambridge: Cambridge University Press, Leech, Geoffrey A glossary of English grammar. Edinburgh: Edinburgh University Press. Leech Geoffrey, Marianne Hundt, Christian Mair & Nicholas Smith Change in Contemporary English: A grammatical study. Cambridge: Cambridge University Press. Lyons, John Semantics, vol. 2. Cambridge: Cambridge University Press. Moessner, Lilo Who used the subjunctive in the 17th century? In Sybil Scholz, Monika Klages, Evelyn Hantson & Ute Römer, eds. Language: Context and cognition. Papers in Honour of Wolf-Dietrich Bald s 60th Birthday. Munich: Langenscheidt-Longman, Moessner, Lilo The subjunctive in Early Modern English adverbial clauses. In Christian Mair & Reinhard Heuberger, eds. Corpora and the history of English. Papers dedicated to Manfred Markus on the occasion of his sixty-fifth birthday. Heidelberg: Winter, Moessner, Lilo The mandative subjunctive in Middle English. In Gabriella Mazzon, ed. Studies in Middle English forms and meanings. Frankfurt/Main: Peter Lang, Nikolaeva, Irina, ed Finiteness: Theoretical and empirical foundations. Oxford: Oxford University Press. Övergaard, Gerd The mandative subjunctive in American and British English in the 20th century. Acta Universitatis Upsaliensis. Studia Anglistica Upsaliensia 94. Stockholm: Almqvist and Wiksell International. Palmer, Frank Mood and modality. Cambridge: Cambridge University Press. Palmer, Frank The English verb. 2nd edn. London: Longman. Peters, Pam The Cambridge guide to English usage. Cambridge: Cambridge University Press. Plag, Ingo Sentential complementation in Sranan: On the formation of an English-based creole language. Tübingen: Max Niemeyer. Quirk, Randolph, Sidney Greenbaum, Geoffrey Leech & Jan Svartvik A comprehensive grammar of the English language. London: Longman. Radford, Andrew Transformational grammar: A first course. Cambridge: Cambridge University Press.

20 20 Bas Aarts Radford, Andrew Syntactic theory and the structure of English: A minimalist approach. Cambridge: Cambridge University Press. Radford, Andrew Analysing English sentences: A minimalist approach. Cambridge: Cambridge University Press. Serpollet, Noëlle The mandative subjunctive in British English seems to be alive and kicking... Is this due to the influence of American English? In P. Rayson, A. Wilson, T. McEnery, A. Hardy & S. Khoha Proceedings of the Corpus Linguistics 2001 Conference. Lancaster University: UCREL Technical Papers 13: Trask, R. L A dictionary of grammatical terms in linguistics. London: Routledge. Traugott, Elizabeth Closs Syntax. In Richard M. Hogg, ed. The Cambridge history of the English language. Vol. I: The beginnings. Cambridge: Cambridge University Press, Visser, F. Th An historical syntax of the English language. Leiden: Brill. Author s address Bas Aarts Department of English Language and Literature UCL Gower Street London WC1E 6BT UK b.aarts@ucl.ac.uk Received: 30 April 2010 Revision invited: 8 June 2010 Revised version received: 21 July 2011 Accepted: 2 September 2011

A Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many

A Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many Schmidt 1 Eric Schmidt Prof. Suzanne Flynn Linguistic Study of Bilingualism December 13, 2013 A Minimalist Approach to Code-Switching In the field of linguistics, the topic of bilingualism is a broad one.

More information

Basic Syntax. Doug Arnold We review some basic grammatical ideas and terminology, and look at some common constructions in English.

Basic Syntax. Doug Arnold We review some basic grammatical ideas and terminology, and look at some common constructions in English. Basic Syntax Doug Arnold doug@essex.ac.uk We review some basic grammatical ideas and terminology, and look at some common constructions in English. 1 Categories 1.1 Word level (lexical and functional)

More information

Progressive Aspect in Nigerian English

Progressive Aspect in Nigerian English ISLE 2011 17 June 2011 1 New Englishes Empirical Studies Aspect in Nigerian Languages 2 3 Nigerian English Other New Englishes Explanations Progressive Aspect in New Englishes New Englishes Empirical Studies

More information

Iraqi EFL Students' Achievement In The Present Tense And Present Passive Constructions

Iraqi EFL Students' Achievement In The Present Tense And Present Passive Constructions Iraqi EFL Students' Achievement In The Present Tense And Present Passive Constructions Shurooq Abudi Ali University Of Baghdad College Of Arts English Department Abstract The present tense and present

More information

Linguistic Variation across Sports Category of Press Reportage from British Newspapers: a Diachronic Multidimensional Analysis

Linguistic Variation across Sports Category of Press Reportage from British Newspapers: a Diachronic Multidimensional Analysis International Journal of Arts Humanities and Social Sciences (IJAHSS) Volume 1 Issue 1 ǁ August 216. www.ijahss.com Linguistic Variation across Sports Category of Press Reportage from British Newspapers:

More information

Advanced Grammar in Use

Advanced Grammar in Use Advanced Grammar in Use A self-study reference and practice book for advanced learners of English Third Edition with answers and CD-ROM cambridge university press cambridge, new york, melbourne, madrid,

More information

CHILDREN S POSSESSIVE STRUCTURES: A CASE STUDY 1. Andrew Radford and Joseph Galasso, University of Essex

CHILDREN S POSSESSIVE STRUCTURES: A CASE STUDY 1. Andrew Radford and Joseph Galasso, University of Essex CHILDREN S POSSESSIVE STRUCTURES: A CASE STUDY 1 Andrew Radford and Joseph Galasso, University of Essex 1998 Two-and three-year-old children generally go through a stage during which they sporadically

More information

Writing a composition

Writing a composition A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a

More information

Approaches to control phenomena handout Obligatory control and morphological case: Icelandic and Basque

Approaches to control phenomena handout Obligatory control and morphological case: Icelandic and Basque Approaches to control phenomena handout 6 5.4 Obligatory control and morphological case: Icelandic and Basque Icelandinc quirky case (displaying properties of both structural and inherent case: lexically

More information

Developing Grammar in Context

Developing Grammar in Context Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

A cautionary note is research still caught up in an implementer approach to the teacher?

A cautionary note is research still caught up in an implementer approach to the teacher? A cautionary note is research still caught up in an implementer approach to the teacher? Jeppe Skott Växjö University, Sweden & the University of Aarhus, Denmark Abstract: In this paper I outline two historically

More information

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September

More information

The Acquisition of Person and Number Morphology Within the Verbal Domain in Early Greek

The Acquisition of Person and Number Morphology Within the Verbal Domain in Early Greek Vol. 4 (2012) 15-25 University of Reading ISSN 2040-3461 LANGUAGE STUDIES WORKING PAPERS Editors: C. Ciarlo and D.S. Giannoni The Acquisition of Person and Number Morphology Within the Verbal Domain in

More information

Possessive have and (have) got in New Zealand English Heidi Quinn, University of Canterbury, New Zealand

Possessive have and (have) got in New Zealand English Heidi Quinn, University of Canterbury, New Zealand 1 Introduction Possessive have and (have) got in New Zealand English Heidi Quinn, University of Canterbury, New Zealand heidi.quinn@canterbury.ac.nz NWAV 33, Ann Arbor 1 October 24 This paper looks at

More information

Emmaus Lutheran School English Language Arts Curriculum

Emmaus Lutheran School English Language Arts Curriculum Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with

More information

Procedia - Social and Behavioral Sciences 141 ( 2014 ) WCLTA Using Corpus Linguistics in the Development of Writing

Procedia - Social and Behavioral Sciences 141 ( 2014 ) WCLTA Using Corpus Linguistics in the Development of Writing Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 141 ( 2014 ) 124 128 WCLTA 2013 Using Corpus Linguistics in the Development of Writing Blanka Frydrychova

More information

Today we examine the distribution of infinitival clauses, which can be

Today we examine the distribution of infinitival clauses, which can be Infinitival Clauses Today we examine the distribution of infinitival clauses, which can be a) the subject of a main clause (1) [to vote for oneself] is objectionable (2) It is objectionable to vote for

More information

Proof Theory for Syntacticians

Proof Theory for Syntacticians Department of Linguistics Ohio State University Syntax 2 (Linguistics 602.02) January 5, 2012 Logics for Linguistics Many different kinds of logic are directly applicable to formalizing theories in syntax

More information

AN EXPERIMENTAL APPROACH TO NEW AND OLD INFORMATION IN TURKISH LOCATIVES AND EXISTENTIALS

AN EXPERIMENTAL APPROACH TO NEW AND OLD INFORMATION IN TURKISH LOCATIVES AND EXISTENTIALS AN EXPERIMENTAL APPROACH TO NEW AND OLD INFORMATION IN TURKISH LOCATIVES AND EXISTENTIALS Engin ARIK 1, Pınar ÖZTOP 2, and Esen BÜYÜKSÖKMEN 1 Doguş University, 2 Plymouth University enginarik@enginarik.com

More information

Procedia - Social and Behavioral Sciences 154 ( 2014 )

Procedia - Social and Behavioral Sciences 154 ( 2014 ) Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 154 ( 2014 ) 263 267 THE XXV ANNUAL INTERNATIONAL ACADEMIC CONFERENCE, LANGUAGE AND CULTURE, 20-22 October

More information

Variation of English passives used by Swedes

Variation of English passives used by Swedes School of Language and Literature G3, Bachelor s course English Linguistics Course code: 2EN10E Supervisor: Mikko Laitinen Credits: 15 Examiner: Ibolya Maricic Date: 18 January, 2014 Variation of English

More information

Adjectives tell you more about a noun (for example: the red dress ).

Adjectives tell you more about a noun (for example: the red dress ). Curriculum Jargon busters Grammar glossary Key: Words in bold are examples. Words underlined are terms you can look up in this glossary. Words in italics are important to the definition. Term Adjective

More information

Underlying and Surface Grammatical Relations in Greek consider

Underlying and Surface Grammatical Relations in Greek consider 0 Underlying and Surface Grammatical Relations in Greek consider Sentences Brian D. Joseph The Ohio State University Abbreviated Title Grammatical Relations in Greek consider Sentences Brian D. Joseph

More information

Some Principles of Automated Natural Language Information Extraction

Some Principles of Automated Natural Language Information Extraction Some Principles of Automated Natural Language Information Extraction Gregers Koch Department of Computer Science, Copenhagen University DIKU, Universitetsparken 1, DK-2100 Copenhagen, Denmark Abstract

More information

The presence of interpretable but ungrammatical sentences corresponds to mismatches between interpretive and productive parsing.

The presence of interpretable but ungrammatical sentences corresponds to mismatches between interpretive and productive parsing. Lecture 4: OT Syntax Sources: Kager 1999, Section 8; Legendre et al. 1998; Grimshaw 1997; Barbosa et al. 1998, Introduction; Bresnan 1998; Fanselow et al. 1999; Gibson & Broihier 1998. OT is not a theory

More information

Minimalism is the name of the predominant approach in generative linguistics today. It was first

Minimalism is the name of the predominant approach in generative linguistics today. It was first Minimalism Minimalism is the name of the predominant approach in generative linguistics today. It was first introduced by Chomsky in his work The Minimalist Program (1995) and has seen several developments

More information

Derivational and Inflectional Morphemes in Pak-Pak Language

Derivational and Inflectional Morphemes in Pak-Pak Language Derivational and Inflectional Morphemes in Pak-Pak Language Agustina Situmorang and Tima Mariany Arifin ABSTRACT The objectives of this study are to find out the derivational and inflectional morphemes

More information

Lower and Upper Secondary

Lower and Upper Secondary Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

CX 101/201/301 Latin Language and Literature 2015/16

CX 101/201/301 Latin Language and Literature 2015/16 The University of Warwick Department of Classics and Ancient History CX 101/201/301 Latin Language and Literature 2015/16 Module tutor: Clive Letchford Humanities Building 2.21 c.a.letchford@warwick.ac.uk

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

Agree or Move? On Partial Control Anna Snarska, Adam Mickiewicz University

Agree or Move? On Partial Control Anna Snarska, Adam Mickiewicz University PLM, 14 September 2007 Agree or Move? On Partial Control Anna Snarska, Adam Mickiewicz University 1. Introduction While in the history of generative grammar the distinction between Obligatory Control (OC)

More information

To appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING. Kazuya Saito. Birkbeck, University of London

To appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING. Kazuya Saito. Birkbeck, University of London To appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING Kazuya Saito Birkbeck, University of London Abstract Among the many corrective feedback techniques at ESL/EFL teachers' disposal,

More information

Written by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION

Written by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION STUDYING GRAMMAR OF ENGLISH AS A FOREIGN LANGUAGE: STUDENTS ABILITY IN USING POSSESSIVE PRONOUNS AND POSSESSIVE ADJECTIVES IN ONE JUNIOR HIGH SCHOOL IN JAMBI CITY Written by: YULI AMRIA (RRA1B210085) ABSTRACT

More information

Specifying a shallow grammatical for parsing purposes

Specifying a shallow grammatical for parsing purposes Specifying a shallow grammatical for parsing purposes representation Atro Voutilainen and Timo J~irvinen Research Unit for Multilingual Language Technology P.O. Box 4 FIN-0004 University of Helsinki Finland

More information

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop

More information

Introduction to HPSG. Introduction. Historical Overview. The HPSG architecture. Signature. Linguistic Objects. Descriptions.

Introduction to HPSG. Introduction. Historical Overview. The HPSG architecture. Signature. Linguistic Objects. Descriptions. to as a linguistic theory to to a member of the family of linguistic frameworks that are called generative grammars a grammar which is formalized to a high degree and thus makes exact predictions about

More information

THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES

THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES PRO and Control in Lexical Functional Grammar: Lexical or Theory Motivated? Evidence from Kikuyu Njuguna Githitu Bernard Ph.D. Student, University

More information

Course Outline for Honors Spanish II Mrs. Sharon Koller

Course Outline for Honors Spanish II Mrs. Sharon Koller Course Outline for Honors Spanish II Mrs. Sharon Koller Overview: Spanish 2 is designed to prepare students to function at beginning levels of proficiency in a variety of authentic situations. Emphasis

More information

Language and Gender: How Question Tags Are Classified and Characterised in Current EFL Materials

Language and Gender: How Question Tags Are Classified and Characterised in Current EFL Materials Language and Gender: How Question Tags Are Classified and Characterised in Current EFL Materials Zoltán Lukácsi University of Pécs, Hungary lukacsi.z@upcmail.hu Introduction Soars, Soars, and Sayer (2001,

More information

Chapter 3: Semi-lexical categories. nor truly functional. As Corver and van Riemsdijk rightly point out, There is more

Chapter 3: Semi-lexical categories. nor truly functional. As Corver and van Riemsdijk rightly point out, There is more Chapter 3: Semi-lexical categories 0 Introduction While lexical and functional categories are central to current approaches to syntax, it has been noticed that not all categories fit perfectly into this

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

Constraining X-Bar: Theta Theory

Constraining X-Bar: Theta Theory Constraining X-Bar: Theta Theory Carnie, 2013, chapter 8 Kofi K. Saah 1 Learning objectives Distinguish between thematic relation and theta role. Identify the thematic relations agent, theme, goal, source,

More information

On the Notion Determiner

On the Notion Determiner On the Notion Determiner Frank Van Eynde University of Leuven Proceedings of the 10th International Conference on Head-Driven Phrase Structure Grammar Michigan State University Stefan Müller (Editor) 2003

More information

a) analyse sentences, so you know what s going on and how to use that information to help you find the answer.

a) analyse sentences, so you know what s going on and how to use that information to help you find the answer. Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points

More information

Modal Verbs for the Advice Move in Advice Columns

Modal Verbs for the Advice Move in Advice Columns Modal Verbs for the Advice Move in Advice Columns Ying-shu Liao a and Ting-gen Liao b a Department of English, National Chengchi University, No. 64, Sec. 2, ZhiNan Rd., Wensgan District, Taipei City, 11605,

More information

Concept Acquisition Without Representation William Dylan Sabo

Concept Acquisition Without Representation William Dylan Sabo Concept Acquisition Without Representation William Dylan Sabo Abstract: Contemporary debates in concept acquisition presuppose that cognizers can only acquire concepts on the basis of concepts they already

More information

National Literacy and Numeracy Framework for years 3/4

National Literacy and Numeracy Framework for years 3/4 1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say

More information

Discourse markers and grammaticalization

Discourse markers and grammaticalization Universidade Federal Fluminense Niterói Mini curso, Part 2: 08.05.14, 17:30 Discourse markers and grammaticalization Bernd Heine 1 bernd.heine@uni-keln.de What is a discourse marker? 2 ... the status of

More information

Word Stress and Intonation: Introduction

Word Stress and Intonation: Introduction Word Stress and Intonation: Introduction WORD STRESS One or more syllables of a polysyllabic word have greater prominence than the others. Such syllables are said to be accented or stressed. Word stress

More information

LIN 6520 Syntax 2 T 5-6, Th 6 CBD 234

LIN 6520 Syntax 2 T 5-6, Th 6 CBD 234 LIN 6520 Syntax 2 T 5-6, Th 6 CBD 234 Eric Potsdam office: 4121 Turlington Hall office phone: 294-7456 office hours: T 7, W 3-4, and by appointment e-mail: potsdam@ufl.edu Course Description This course

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

Case government vs Case agreement: modelling Modern Greek case attraction phenomena in LFG

Case government vs Case agreement: modelling Modern Greek case attraction phenomena in LFG Case government vs Case agreement: modelling Modern Greek case attraction phenomena in LFG Dr. Kakia Chatsiou, University of Essex achats at essex.ac.uk Explorations in Syntactic Government and Subcategorisation,

More information

UC Berkeley Berkeley Undergraduate Journal of Classics

UC Berkeley Berkeley Undergraduate Journal of Classics UC Berkeley Berkeley Undergraduate Journal of Classics Title The Declension of Bloom: Grammar, Diversion, and Union in Joyce s Ulysses Permalink https://escholarship.org/uc/item/56m627ts Journal Berkeley

More information

Multiple case assignment and the English pseudo-passive *

Multiple case assignment and the English pseudo-passive * Multiple case assignment and the English pseudo-passive * Norvin Richards Massachusetts Institute of Technology Previous literature on pseudo-passives (see van Riemsdijk 1978, Chomsky 1981, Hornstein &

More information

The Effect of Discourse Markers on the Speaking Production of EFL Students. Iman Moradimanesh

The Effect of Discourse Markers on the Speaking Production of EFL Students. Iman Moradimanesh The Effect of Discourse Markers on the Speaking Production of EFL Students Iman Moradimanesh Abstract The research aimed at investigating the relationship between discourse markers (DMs) and a special

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

CONTENUTI DEL CORSO (presentazione di disciplina, argomenti, programma):

CONTENUTI DEL CORSO (presentazione di disciplina, argomenti, programma): 1 DOCENTE: VIRDIS DANIELA FRANCESCA DENOMINAZIONE INSEGNAMENTO: LINGUA INGLESE 3 CORSO DI LAUREA: LINGUE E CULTURE PER LA MEDIAZIONE LINGUISTICA CFU: 12 / 9 / 6 CONTENUTI DEL CORSO (presentazione di disciplina,

More information

LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 11 : 12 December 2011 ISSN

LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 11 : 12 December 2011 ISSN LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D.

More information

Corpus Linguistics (L615)

Corpus Linguistics (L615) (L615) Basics of Markus Dickinson Department of, Indiana University Spring 2013 1 / 23 : the extent to which a sample includes the full range of variability in a population distinguishes corpora from archives

More information

Loughton School s curriculum evening. 28 th February 2017

Loughton School s curriculum evening. 28 th February 2017 Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's

More information

Ch VI- SENTENCE PATTERNS.

Ch VI- SENTENCE PATTERNS. Ch VI- SENTENCE PATTERNS faizrisd@gmail.com www.pakfaizal.com It is a common fact that in the making of well-formed sentences we badly need several syntactic devices used to link together words by means

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

Intra-talker Variation: Audience Design Factors Affecting Lexical Selections

Intra-talker Variation: Audience Design Factors Affecting Lexical Selections Tyler Perrachione LING 451-0 Proseminar in Sound Structure Prof. A. Bradlow 17 March 2006 Intra-talker Variation: Audience Design Factors Affecting Lexical Selections Abstract Although the acoustic and

More information

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by

More information

LEXICAL COHESION ANALYSIS OF THE ARTICLE WHAT IS A GOOD RESEARCH PROJECT? BY BRIAN PALTRIDGE A JOURNAL ARTICLE

LEXICAL COHESION ANALYSIS OF THE ARTICLE WHAT IS A GOOD RESEARCH PROJECT? BY BRIAN PALTRIDGE A JOURNAL ARTICLE LEXICAL COHESION ANALYSIS OF THE ARTICLE WHAT IS A GOOD RESEARCH PROJECT? BY BRIAN PALTRIDGE A JOURNAL ARTICLE Submitted in partial fulfillment of the requirements for the degree of Sarjana Sastra (S.S.)

More information

National University of Singapore Faculty of Arts and Social Sciences Centre for Language Studies Academic Year 2014/2015 Semester 2

National University of Singapore Faculty of Arts and Social Sciences Centre for Language Studies Academic Year 2014/2015 Semester 2 National University of Singapore Faculty of Arts and Social Sciences Centre for Language Studies Academic Year 2014/2015 Semester 2 LAG2201 German 2 Course Outline Course coordinators and lecturers A/P

More information

Heads and history NIGEL VINCENT & KERSTI BÖRJARS The University of Manchester

Heads and history NIGEL VINCENT & KERSTI BÖRJARS The University of Manchester Heads and history NIGEL VINCENT & KERSTI BÖRJARS The University of Manchester Heads come in two kinds: lexical and functional. While the former are treated in a largely uniform way across theoretical frameworks,

More information

Improved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form

Improved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form Orthographic Form 1 Improved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form The development and testing of word-retrieval treatments for aphasia has generally focused

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

Gricean Communication and Transmission of Thoughts

Gricean Communication and Transmission of Thoughts Erkenn (2008) 69:55 67 DOI 10.1007/s10670-007-9099-1 ORIGINAL ARTICLE Gricean Communication and Transmission of Thoughts Friedrich Christoph Doerge Æ Mark Siebel Received: 11 December 2006 / Accepted:

More information

SOME MINIMAL NOTES ON MINIMALISM *

SOME MINIMAL NOTES ON MINIMALISM * In Linguistic Society of Hong Kong Newsletter 36, 7-10. (2000) SOME MINIMAL NOTES ON MINIMALISM * Sze-Wing Tang The Hong Kong Polytechnic University 1 Introduction Based on the framework outlined in chapter

More information

Kent Island High School Spring 2016 Señora Bunker. Room: (Planning 11:30-12:45)

Kent Island High School Spring 2016 Señora Bunker. Room: (Planning 11:30-12:45) Kent Island High School Spring 2016 Señora Bunker Guidelines and Expectations: World Classical Languages Spanish III (1 st. period) mayra.bunker@qacps.org Room: 108 410-604-2070 (Planning 11:30-12:45)

More information

AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES

AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES Yelna Oktavia 1, Lely Refnita 1,Ernati 1 1 English Department, the Faculty of Teacher Training

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC PP. VI, 282)

AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC PP. VI, 282) B. PALTRIDGE, DISCOURSE ANALYSIS: AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC. 2012. PP. VI, 282) Review by Glenda Shopen _ This book is a revised edition of the author s 2006 introductory

More information

The Acquisition of English Grammatical Morphemes: A Case of Iranian EFL Learners

The Acquisition of English Grammatical Morphemes: A Case of Iranian EFL Learners 105 By Fatemeh Behjat & Firooz Sadighi The Acquisition of English Grammatical Morphemes: A Case of Iranian EFL Learners Fatemeh Behjat fb_304@yahoo.com Islamic Azad University, Abadeh Branch, Iran Fatemeh

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

Types of curriculum. Definitions of the different types of curriculum

Types of curriculum. Definitions of the different types of curriculum Types of curriculum Definitions of the different types of curriculum Leslie Owen Wilson. Ed. D. When I asked my students what curriculum means to them, they always indicated that it means the overt or

More information

A Note on Structuring Employability Skills for Accounting Students

A Note on Structuring Employability Skills for Accounting Students A Note on Structuring Employability Skills for Accounting Students Jon Warwick and Anna Howard School of Business, London South Bank University Correspondence Address Jon Warwick, School of Business, London

More information

Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers

Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,

More information

The Political Engagement Activity Student Guide

The Political Engagement Activity Student Guide The Political Engagement Activity Student Guide Internal Assessment (SL & HL) IB Global Politics UWC Costa Rica CONTENTS INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY 3 COMPONENT 1: ENGAGEMENT 4 COMPONENT

More information

HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE

HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT Lectures and Tutorials Students studying History learn by reading, listening, thinking, discussing and writing. Undergraduate courses normally

More information

Describing Motion Events in Adult L2 Spanish Narratives

Describing Motion Events in Adult L2 Spanish Narratives Describing Motion Events in Adult L2 Spanish Narratives Samuel Navarro and Elena Nicoladis University of Alberta 1. Introduction When learning a second language (L2), learners are faced with the challenge

More information

Presentation Exercise: Chapter 32

Presentation Exercise: Chapter 32 Presentation Exercise: Chapter 32 Fill in the Blank. Like adjectives, adverbs have three degrees:,, and. Fill in the Blank. The Latin positive adverb ending is the equivalent of in English and is formed

More information

Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany

Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany Jana Kitzmann and Dirk Schiereck, Endowed Chair for Banking and Finance, EUROPEAN BUSINESS SCHOOL, International

More information

Text Type Purpose Structure Language Features Article

Text Type Purpose Structure Language Features Article Page1 Text Types - Purpose, Structure, and Language Features The context, purpose and audience of the text, and whether the text will be spoken or written, will determine the chosen. Levels of, features,

More information

Intercultural communicative competence past and future

Intercultural communicative competence past and future Intercultural communicative competence past and future Michael Byram Visiting Professor School of Education and Social Work, University of Sussex m.s.byram@dur.ac.uk Overview Defining the concept of ICC

More information

TAG QUESTIONS" Department of Language and Literature - University of Birmingham

TAG QUESTIONS Department of Language and Literature - University of Birmingham TAG QUESTIONS" DAVID BRAZIL Department of Language and Literature - University of Birmingham The so-called 'tag' structures of English have received a lot of attention in language teaching programmes,

More information

Phenomena of gender attraction in Polish *

Phenomena of gender attraction in Polish * Chiara Finocchiaro and Anna Cielicka Phenomena of gender attraction in Polish * 1. Introduction The selection and use of grammatical features - such as gender and number - in producing sentences involve

More information

Using a Native Language Reference Grammar as a Language Learning Tool

Using a Native Language Reference Grammar as a Language Learning Tool Using a Native Language Reference Grammar as a Language Learning Tool Stacey I. Oberly University of Arizona & American Indian Language Development Institute Introduction This article is a case study in

More information

Critical Thinking in Everyday Life: 9 Strategies

Critical Thinking in Everyday Life: 9 Strategies Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse

Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse Rolf K. Baltzersen Paper submitted to the Knowledge Building Summer Institute 2013 in Puebla, Mexico Author: Rolf K.

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

Intensive English Program Southwest College

Intensive English Program Southwest College Intensive English Program Southwest College ESOL 0352 Advanced Intermediate Grammar for Foreign Speakers CRN 55661-- Summer 2015 Gulfton Center Room 114 11:00 2:45 Mon. Fri. 3 hours lecture / 2 hours lab

More information

University of Groningen. Systemen, planning, netwerken Bosman, Aart

University of Groningen. Systemen, planning, netwerken Bosman, Aart University of Groningen Systemen, planning, netwerken Bosman, Aart IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document

More information