| With the development of economic globalization,English has gradually become the most widely used language in the world.In China,English is a compulsory course for students,and it is one of the most important subjects in college entrance examination.The subjunctive mood occupies an important position in English grammar,which has been paid much attention by teachers and researchers in English teaching.Although English teachers have attached great importance to subjunctive mood and spent much time on practice,students still think it is difficult for them to study,and they have made various kinds of errors.Therefore,it is of great significance for teachers or researchers to make systematic research on the subjunctive mood in English learning.This thesis is based on error analysis theory,contrastive analysis theory and interlanguage theory to investigate following questions: ? The types of errors that senior high school students often commit when they study subjunctive mood;? The frequency of errors that senior high school students often commit when they study subjunctive mood;? The factors that lead to students' errors related to subjective mood.The thesis took 200 students of grade 3 in No.3 Middle School as research participants.The author tested students' understanding of subjunctive mood with test papers and questionnaires,and 4 English teachers who have rich teaching experience were interviewed.Through qualitative analysis and quantitative analysis,the author finds that subjunctive mood errors mainly include such five types as subjunctive mood of intricate time ? the application of subjunctive mood in clauses ? ellipsis and inversion of subjunctive mood?contrary to future facts?contrary to the present fact.The frequency of these five types errors is in turn: Subjunctive mood of intricate time > The Application of Subjunctive Mood in Clauses> Ellipsis and inversion of subjunctive mood >Contrary to future facts>Contrary to the present fact.With careful analysis of data from questionnaires,test papers and interview,the reasons for these errors are further revealed: firstly,the structure of subjunctive mood is complex,and it is closely related to the past participle forms of verbs and various tenses,which makes it difficult for students to learn;secondly,some errors are due to interference of mother tongue onstudents' learning of subjunctive mood.Most Chinese students understand subjunctive mood as follows: Subjunctive mood indicates the speaker's desire,which is hypothetical,fictional,contrary to the facts,or impossible.In English,subjunctive mood is a broad concept,including several types and structures.The differences in definition,structure and type of subjunctive mood between English and Chinese also lead to errors.In addition,many students fail to analyze the errors correctly,summarize and sort out the wrong questions after making errors in subjunctive mood,which also leads to errors.In accordance with the findings,this paper puts forward some suggestions in English Subjunctive mood learning for both teachers and students.From the teacher's point of view,they should use cognitive strategies and learning strategies to arouse students' interest;they should analyze students' errors,and help students to summarize and correct errors in time;they should guide students to understand the structure and significance of subjunctive mood through the theoretical guidance of constructivism.Teachers should also enhance students' learning of basal English knowledge related to subjunctive mood,such as the past participle of verbs,the general future tense,the general past tense and other tenses and voices.From the students' point of view,they should check for deficiencies in time to lay a good foundation for the study of subjunctive mood,learn to analyze errors and summarize the errors made in the study of subjunctive mood,and strive to overcome the interference of mother tongue on the study of English subjunctive mood and establish a new grammatical structure. |
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