A-THESIS-SUBMITTED-FOR-The-Subjunctive-Mood-虚拟语气--毕业论文.doc

A THESIS SUBMITTED FOR The Subjunctive MoodAbstract【This paper centers on the Subjunctive Mood】Subjunctive mood in English usage widely ,many changes,as a result of the difficulties in teaching,Which enable students to master its use is difficult to accurately. This paper will subjunctive mood use in various circumstances for a concise analysis, and some difficulties for the teaching of Professor subjunctive proposal to provide some ideas for teaching, more clarity for scholars to grasp the usage of the subjunctive.【Key Words】 Subjunctive Mood ,usage ,Listen ,Introduction ContentsIntroduction.41.In the subjunctive mood in Indo-European language.42.Subjunctive usage in the clause.5 2.1 Subjunctive adverbial clause for conditions.5 2.2 Subjunctive clause for the object.6 2.3 Subjunctive mood for breeding plants, with desired.6 2.4 Subjunctive clauses for the subject.6 2.5 For the attributive clause subjunctive.7 2.6 Subjunctive mood in as if though, even if / though , or adverbial clause in the application.7 2.7 Subjunctive mood is used in exclamatory sentences if only to guide the.7 2.8 Subjunctive mood in the application of a simple sentence.73.Speaking of the use of the subjunctive.84.Subjunctive sentences for the wishes.85.Subjunctive mood in the movie.86.Subjunctive mood in English Teaching.9 6.1 Grasp the nature of the subjunctive.9 6.2 to set the teaching situation, to improve teaching effectiveness.9Conclusion.11References.11.Introduction In grammar, the subjunctive mood (sometimes referred to as connection tone) is that many languages have the verb tone. It is typically used in the subordinate clause expresses hope, order, emotion, possibility, judgments, necessity, or with the current representation to the contrary. Details of the subjunctive with the language difference.Subjunctive that the subjective desire of the speaker, assuming (imaginary), speculation or suggestion, does not mean that the facts exist objectively. 1.In the subjunctive mood in Indo-European language Reconstruction of the original Indo-European language is a lot of hypothetical language family ancestors. Including Romance languages, Celtic languages, Germanic languages (including English), Slavic languages, many of the Indian subcontinent or the Persian language and Iranian languages, and some other languages. It has two closely related mood: the subjunctive and optative. Many of its daughter languages combined or a combination of these mood. In the Indo-European languages, the formation of the subjunctive verb root with the full vowel change class, and add the stem vowel *- e-or *- o-to the verb root, inflected with a persons complete, original Collection. Subjunctive mood is the Indo-European non-reality (irrealis) statements, for the hypothesis or counterfactual situation. Optative use the suffix *- ieh1 or *- ih1 (with the guttural) to form. Optative use of secondary attachment called inflection morphemes collection. Optative used to express hope or wishes. In the Indo-European language, only Albanian, Avestan, Ancient Greek, Sanskrit, and to some extent in the Old Church Slavonic remain completely separate and parallel to the subjunctive and optative. However, in Sanskrit, the use of the subjunctive is only found in the earlier Vedic language, compared to pray tone and less use of the imperative mood. In the latter part of the language (since c.500BC) in out of the use of the subjunctive, optative, or imperative mood as an alternative. However, first-person subjunctive form of continued use, in fact, been transferred to the imperative mood, and it did in the past, such as Greek, not the first person form.2.Through the subjunctive verb form to express the particular, its use more. Throughout the relevant literature, mainly in the following 8 kinds of usage:2 .1Subjunctive adverbial clause for conditions A. said that with the present assumptions contrary to fact, conditions in the verb adverbial clause of the past tense (be the past tense of verbs used were), while the main clause of the predicate verbwould (should, could, might) Verb prototype. For example: If he had time, he would join your birthday party. B. The fact that contrary to past assumptions, conditions adverbial clause of the predicate verb had past participle, the main clause predicate verb would (should, could, might) have past participle. For example: If you had put on the raincoat, you wouldnt have get wet C. the fact that the opposite assumption and the future, the conditions of adverbial clause and main clause verb used with and now the fact that the opposite of the hypothesis the same verb, or adverbial clause conditions using were to (should) be held at once. For example: If it were to rain tomorrow, the meeting would be put off.2.2 Subjunctive clause for the object A. wish object clausemeans that expectations can not be achieved, meaning . like, andsorry you . , I hope . and so on. In practice, said the desire can not be achieved now, clause verb the past tense to indicate future aspirations can not be achieved with would (could) be held at once; that the aspirations of the past can not be achieved when the use of had past participleor Is would (could) have past participle. For example; a: I wish it were spring all the year round. B. subjunctive verb arrange, command, demand, desire, insist, order, propose, request, require, Suggest, recommend, prefer, settle, desire, want, etc. using the back of the object clause (should be omitted) verb Prototype. For example: We suggested that we (should) have a meeting other sentences. C. hope object clauses, clauses in the application would, rather than using should.2.3 the subjunctive mood for breeding plants, with desired For advice, idea, order, demand, plan, proposal, suggestion, request such terms are wrong and with desired, use the subjunctive verb structure (should) be held at once. For example: We all agreed to his suggestion that we (should) go to Beijing for sightseeing2.4 Subjunctive clauses for the subject In the subject clause, the subjunctive verb structures should be held at once, the structure of, oh, do not believe that, sorry, it should be so. Should this for the auxiliary, he has no practical significance, this clause by the conjunction that the subject guide, commonly used in it is (was) important (necessary, desirable, imperative, advisable, etc) that . sentence.for example: It is necessary (important, natural, strange, etc.) that we should clean the room every day.2.5 For the attributive clause subjunctive This clause is often used in it is (high) time (that) . sentence, the attributive clause with the virtual past tense verb, or should be held at once (should) not be omitted at this time, be used were to That translated into Now . .For example: It is high time we left (should leave2.6 Subjunctive mood in as if though, even if / though , or adverbial clause in the application. If the clause that the action occurred in the past, using the past perfect; refers to the current situation, the past tense; refers to the future with the past is the future style. For example: He looked as if he were an artist.2.7 Subjunctive mood is used in exclamatory sentences if only to guide the Conditional non-real results if the omitted main clause, then an impossible desire, often used in sentences such conditions if only in the boot of the exclamatory. Example: If only I were a bird! 2.8 Subjunctive mood in the application of a simple sentence A. past tense of modal verbs used in the present tense, it indicates that the speaker is very humble, polite, polite tone, or euphemism, this case often appears in everyday conversation. For example: It would be better for you not to stay up too lateB. used in some idiomatic expression.for example: Would you like a cup of tea? c. for may be held at oncemeanshope,hope. But may need to be placed in the sentence, such as: May you be happy! May you succeed!3.Speaking of the use of the subjunctive Common language spoken in the subjunctive mood is a polite euphemism tone look. At this point more by the predicate should / would / could / might + verb form prototype.for example:(3.1)Perhaps you could do better this way. (3.2)Might I ask you a question now? (3.3)Could you leave you phone number?4.Subjunctive sentences for the wishes. For example:(4.1)Long live the people! (4.2)God bless you.(4.3)May you success! 5.Subjunctive mood in the movie(TITANIC) 5.1 Jack: If I hadnt met you in my life, I would have regretted all my life. Rose: If the rescue workers came now, we would be rescued. Jack: If you should be alive, you would have a happy life. 5.2If Jack hadnt won his third-class ticket in a poker game , he wouldnt have met Rose and if Jack were alive now, he would marry Rose. If they were to marry, they should live a happy life in the future. 5.3 Jack found a piece of wood and let Rose lie on it while he was in the cold water.If Jack hadnt found a piece of wood, he wouldnt have let Rose lie on it while he was in the cold water. 5.4Because of the freezing water, Jack diedIf the water hadnt been freezing, Jack wouldnt have died. 5.5At last, the rescue workers came and saved Rose.If the rescue workers hadnt come, Rose would not have been saved.6.Subjunctive mood in English Teaching As a result of the use of the subjunctive mood itself more and more forms, more complex virtual verb forms, but always changing which is the essence of its various representations used only for the teaching of the subjunctive mood subjunctive nature should Departure for students to grasp the profound essence of the subjunctive mood, once again, due to the use of the subjunctive scenario involved more so in the teaching process to enhance situational teaching, teaching to enhance the students in the scenario and use the memory to obtain the good teaching Effect.6.1 Grasp the nature of the subjunctive Subjunctive mood has been the illusion of the real world, about real events and emotions through the subjective perception to the imaginary, in fact, is a grammatical metaphor. Grasp the essence, the use of the specific context and nature of conditions will correspond to the use of the subjunctive mood can be accurately, in the grammar into the cognitive conceptual teaching and learning machines than to allow learners the various forms of grammar More effective and play a multiplier effect, granted the fish , as to teach him fishing. connotation teaching of grammar usage is far higher than the syntax itself.6.2 to set the teaching situation, to improve teaching effectiveness Language learning itself requires a certain context, the use of the subjunctive mood, involving also the more complex context, the nature of the grasp of grammar, based on the practical application to improve the ability of the students also need to set the context, the vivid Arouse students with learning, emotional situations, to enhance the students memory. You can play games or show a small program to allow students to learn in a natural scenario to use the subjunctive mood.Conclusion Subjunctive, also known as subjunctive is a verb form that describes the content of the speaker and the fact the contrary, in reality does not exist, or is unlikely to achieve. Subjunctive mood in English grammar and syntax in English teaching important phenomenon, played a pivotal role. However, the subjunctive mood, tense and modal verb is a grammatical structure different from the norm, which will make the process of learning and use of the students brought more difficulties in the syntax of features, so we pay more attention to the subjunctive mood Learning and understanding.References 1. Xue Jinxin, basic knowledge of English Handbook 2003.8 Beijing University Press 2. Hua Kejian Invincible English grammar dolphins University Press 2003.9 3.Zhang Zhenbang New English Grammar Shanghai Foreign Language Education Press 2009,9 #KN&MuWFA5uxY7JnD6YWRrWwcvR9CpbK!zn%Mz849GxGjqv$UE9wEwZ#QcUE%&qYpEh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu#KN&MuWFA5uxGjqv$UE9wEwZ#QcUE%&qYpEh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu#KN&MuWFA5uxY7JnD6YWRrWwcvR9CpbK!zn%Mz849GxGjqv$UE9wEwZ#QcUE%&qYpEh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmUE9aQGn8xp$R#͑GxGjqv$UE9wEwZ#QcUE%&qYpEh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu#KN&MuWFA5uxY7JnD6YWRrWwcvR9CpbK!zn%Mz849GxGjqv$UE9wEwZ#QcUE%&qYpEh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu#KN&MuWFA5uxGjqv$UE9wEwZ#QcUE%&qYpEh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu#KN&MuWFA5uxY7JnD6YWRrWwcvR9CpbK!zn%Mz849GxGjqv$UE9wEwZ#QcUE%&qYpEh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z8vG#tYM*Jg&6a*CZ7H$dq8KqqfHVZFedswSyXTy#&QA9wkxFyeQ!djs#XuyUP2kNXpRWXmA&UE9aQGn8xp$R#͑GxGjqv$UE9wEwZ#QcUE%&qYpEh5pDx2zVkum&gTXRm6X4NGpP$vSTT#&ksv*3tnGK8!z89AmYWpazadNu#KN&MuWFA5uxY7JnD6YWRrWwcvR9CpbK!zn%Mz849GxG89AmUE9aQGn8xp$R#͑GxGjqv$UE9wEwZ#QcUE%&qYpEh5pDx2zVku