DA Background Essay: Systems Grammar

Helping Lower Level Learners Use Conditionals in

Hypothetical Situations



Steven David Wilson












Word count: 1397
Date: 3
rd
April 2014





Helping Lower Level Learners Use Conditionals in Hypothetical Situations

Contents
1. Introduction ......................................................................................................................................... 1
2. Analysis ................................................................................................................................................ 1
2.1. Form ............................................................................................................................................. 1
2.1.1 First Conditional ..................................................................................................................... 2
2.1.2 Second Conditional ................................................................................................................. 2
2.2 Meaning and Use ........................................................................................................................... 3
2.2.1 First Conditional ..................................................................................................................... 3
2.2.2 Second Conditional ................................................................................................................. 3
2.3. Phonology ..................................................................................................................................... 4
3. Problems ............................................................................................................................................. 4
3.1 Form .............................................................................................................................................. 4
3.1.1 Form Problem 1 ...................................................................................................................... 4
3.1.2 Form Problem 2 ...................................................................................................................... 4
3.2 Meaning/Use ................................................................................................................................. 4
3.2.1 Meaning/Use Problem 1 ......................................................................................................... 4
3.2.2 Meaning/Use Problem 2 ......................................................................................................... 4
3.3 Phonology ...................................................................................................................................... 4
3.3.1 Phonology Problem 1 ............................................................................................................. 4
4. Solutions .............................................................................................................................................. 5
4.1 Form Problem 1 Solution ............................................................................................................... 5
4.2 Form Problem 2 Solution ............................................................................................................... 5
4.3 Meaning/Use Problem 1 Solution ................................................................................................. 5
4.4 Meaning/Use Problem 2 Solution ................................................................................................. 5
4.5 Phonology Problem 1 Solution ...................................................................................................... 5
5. References ........................................................................................................................................... 7


i


Helping Lower Level Learners Use Conditionals in Hypothetical Situations


1. Introduction
Lower level learners need to be able to use conditionals to refer to hypothetical situations in
the present and future. Parrott (2000) suggests that the first conditional should be
introduced at an elementary level and the second conditional at a pre-intermediate level.
Textbooks focusing on these levels largely agree with this. I have found that learners
generally need these structures to be able to express themselves and progress as English
language learners.

2. Analysis
2.1. Form
Conditionals are structures often used to refer to hypothetical situations (Swan, 2006). They
usually consist of two clauses and contain the subordinating conjunction if (Harmer, 2007).
The literature does not agree on how to classify the clauses (Harmer, 2007; Parrott, 2000;
Penston, 2005; Thornbury, 2006). Parrott (2000) poses that the clause containing if is the
subordinating clause and the other clause is the main, conditional clause. This opposes
Thornbury (2006) who suggests that the clause containing if is the conditional clause and
the other clause the main clause. I agree with Thornbury (2006) as it seems logical that the
clause containing the condition be labelled as the conditional clause.

Conditional clause Main Clause
if + verb modal verb + bare infinitive


The conditional clause can appear as the first or second clause. When it is the first clause, the
clauses are separated by a comma:

Ifhecries,Illgohome.

When it is the second clause there is no comma (Parrott, 2000):

Illgohomeifhecries.

Wh question form:

wh question word + aux modal verb + subj + verb + conditional clause ?

E.g. Wherewouldyougoonholiday,ifyouwererich?

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Yes/no question form:

aux modal verb + subj + verb + conditional clause ?

E.g. Willyoubehappy,ifyouwin?

In both wh and yes/no questions the conditional clause can come before or after the main
question clause.

It is possible for the conditional clause to be used alone, this is often seen in answering
certain questions (Thornbury, 2006):

Question: AreyougoingtoBrazil?
Answer: IfIhavethetime.

2.1.1 First Conditional
The usual form of the first conditional is (Thornbury, 2006):

If + present simple, will + bare infinitive

Will is often contracted to llin both spoken and written form(Parrott, 2000). For example:

IfIlikeit,Illbuyanother.

It is possible for either the conditional clause, the main clause, or both to be negative:

IfIdontpassthetest,Iwontgetthejob.

Other modal verbs such as can, might, and must are sometimes used in place of will:

Ifitrains,youcanstayatmyhouse.

There are other forms of the first conditional using the present continuous and present
perfect to replace the present simple verb, but these forms are less common and thus less
relevant to lower level learners (Aitken, 1992).

2.1.2 Second Conditional
The basic form of the second conditional is:

if + past simple, would + bare infinitive


Would is often contracted to d for example:
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IfIwererich,Idbuyanicecar.

It is possible for either the conditional clause, the main clause, or both to be negative:

Ifitwerentsocold,Iwouldntneedthiscoat.

2.2 Meaning and Use

2.2.1 First Conditional
The first conditional is used to express future hypothetical situations that are possible or
likely, often referred to as real (Parrott, 2000; Thornbury, 2006).

The first conditional has a number of uses (Parrott, 2000; Thornbury, 2006):

1. Negotiating: Ifyougivemethatchocolate,Illletyouusemyphone.
2. Warnings: Ifyoutaketheshortcut,youllgetlost.
3. Threats: Ifyoutouchatmeagain,Illhityou.
4. Predicting: Ifitsnows,wellgosledging.
5. Truths/facts:Ifyouheatice,itllmelt.


2.2.2 Second Conditional
The second conditional is used to express present and future hypothetical situations that are
seen as unlikely, or impossible and are often described as unreal (Parrott, 2000; Thornbury,
2006). The verb used in the second conditional is back-shifted in that it refers to the present
or future but is in the past form. E.g.

IfIsawanalien,Idtakeaphotograph.

In the above example the speaker/writer deems the first clause impossible or highly
improbable.

The subjunctive form of the past simple verb is used. This is only noticeable with the verb to
be where was is replaced by were in the first and third person singular (Thornbury, 1999).
E.g.

IfIwereyou,Idhurry.





The second conditional has a variety of uses (Parrott, 2000; Thornbury, 2006).

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1. Imagining/fantasising (impossible situations): IfIhadwings,Idflytothemoon.
2. Speculating (unlikely situations): IfIwereamillionaire,Idbuyaspeedboat.
3. To give advice: IfIwereyou,Idgotothedentist.

2.3. Phonology
Intonation is fall-rise in conditionals when the conditional clause comes first (Parrott, 2000).

When speaking informally /f/ is often pronounced as a whispered /f/ and the vowel sound
// is omitted.

3. Problems
3.1 Form
3.1.1 Form Problem 1
Chinese adult learners often insert a modal verb into the conditional clause. E.g.

IfIwillworkhard,Illgetagoodjob.

This issue does not affect the meaning but may have a negative effect on the reader or
listener. Aitken (1992) shows that this issue is not limited to the first conditional but also
witnessed in the use of the second conditional. E.g.

IfIwouldworkedhard,Idberich.

This issue is due to the learners finding the time reference unclear when using the present or
past simple to refer to the future.

3.1.2 Form Problem 2
Omission of will.
Ifyoucallmelater,I[will]meetyou.

3.2 Meaning/Use
3.2.1 Meaning/Use Problem 1
Using wrong form of conditional for intended use and thus giving the wrong meaning.

3.2.2 Meaning/Use Problem 2
Learners assume second conditional is referring to the past rather than the present or future.

3.3 Phonology
3.3.1 Phonology Problem 1
Korean leaners struggle with the pronunciation of /f/ and /w/. If and the auxiliary modal
verbs require these phonemes. Korean learners replace /f/ with /p/ and /w/ with //
followed by a vowel sound. Therefore,

/f/ = /p/, /wl/ = /l/, and /wd/ = /d/
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This issue is due to the lack of /f/ and /w/ sounds in the Korean alphabet (Swan & Smith,
2001). Equivalents are used: /f/ = /p/ and /w/ = // + following vowel sound. As will and
would are usually spoken in contracted form the pronunciation of /f/ in if is the main issue.


4. Solutions
4.1 Form Problem 1 Solution
Aim: To clarify time reference in first conditional.

Procedure: I draw a timeline on the board with an example of the first conditional. Learners
complete first conditional timelines. They then fill the gaps in the form formula based on
what they have just done. Next they are given one word each and asked to get into line in
order to create a first conditional. They must then practise forming their own first
conditionals.

Evaluation: The time reference is clarified. The form is clarified and practised.

4.2 Form Problem 2 Solution
Use time lines and reference the form to show that both clauses occur in the future, the main
clause after the conditional clause.


4.3 Meaning/Use Problem 1 Solution
Show clear, specific, in context examples and allow learners to form the conditional based on
use.


4.4 Meaning/Use Problem 2 Solution
Use timelines in and practise use of second conditional.

4.5 Phonology Problem 1 Solution
Aim: To aid learners using the unvoiced fricative /f/ and plosive /p/.

Procedure: /f/ and /p/ sounds demonstrated with exaggerated mouth shapes and associated
with an action. /p/; blowing out a candle and /f/; placing your front top teeth over your lower
lip like a beaver. The learners try. They can then practise with minimal pairs written on the
board, such as /ft/ and /pt/. They complete a minimal pair distinction activity; they hear a
sentence containing an /f/-/p/ minimal pair and circle the correct word. E.g.

Audio: Doyouwanta/kp/?

coffee copy

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Evaluation: Aids the learners in pronunciation of these sounds and caters for multiple
learning modalities; visual, auditory, and kinaesthetic. Allows learners to grow in confidence.
The final task provides feedback for the teacher.





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5. References

Aitken, R. (1992). TeachingTenses. Surrey, UK: Thomas Nelson and Sons Limited.

Harmer, J. (2007). HowtoTeachEnglish. 2nd ed. Essex, UK: Pearson Education.

Parrott, M. (2000). GrammarForEnglishLanguageTeachers. 2nd ed. Cambridge, UK: Cambridge
University Press.

Penston, T. (2005). AConciseGrammarforEnglishLanguageTeachers. Wicklow, Ireland: TP
Publications.

Swan, M. (2006). PracticalEnglishUsage. 3rd ed. Oxford, UK: Oxford University Press.

Swan, M. & Smith, B. (2001). LearnerEnglish:ATeacher'sGuidetoInterferenceandOtherProblems.
2nd ed. Cambridge, UK: Cambridge University Press.

Thornbury, S. (1999). HowtoTeachGrammar. Essex, UK: Pearson Education Limited.

Thornbury, S. (2006). AnA-ZofELT. Oxford, UK: Macmillan Education.


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