INTRODUCTION
Background
In English linguistics, the term "word order" refers to the arrangement of elements within a sentence or clause, typically involving phrases or clauses rather than single words According to Biber et al (1999), many grammarians describe English word order as fixed, with core elements such as the subject, verb, object, complement, and adverbial following a strict sequence—typically, the subject precedes the verb, which may be followed by adverbials, objects, or complements Nevertheless, there is room for variation in the order of these elements, allowing for different sentence structures.
I love dogs, but I can’t stand cats The setting includes a beautiful gray stone structure, mellowed by the years, featuring an archway in the center At the end of the west wing stands a tower with battlements and narrow slits of windows, which seem out of place compared to the rest of the house, indicating it’s from a different period.
Halliday [1994:38] adds that when a clause element in the sentence is fronted, the information structuring of that sentence is changed as well, as in:
The duke has given my aunt a teapot, which is an example of active voice Alternatively, it can be expressed as "My aunt has been given that teapot by the duke," demonstrating passive voice Additionally, the sentence can be rephrased as "That teapot the duke has given to my aunt." It’s important to note that in English, the typical sentence structure places the verb after the subject; however, this word order can be reversed in certain contexts through inversion As explained by Hewings (1999), inversion occurs both in formal English and in everyday speech, such as in questions or emphasizing certain elements, highlighting the flexibility of English syntax.
(3)a Further south FLOWS the life-blood of the region [20:12] b Here ARE some of your replies [58:16]
Citing conventions in bibliographies typically involve referencing the author and their work, such as "[18:56]," which indicates Eastwood, J as the 18th author listed, with the quote originating from page 56 of his publication This method ensures clear attribution of sources and precise location of the cited information, adhering to best SEO practices for clarity and relevance Proper citation techniques enhance the credibility of your content and facilitate accurate sourcing for your readers.
Biber et al (1999) emphasize the importance of understanding the normal, unmarked word order to analyze how variations serve functions like information flow, emphasis, or special effects This study focuses on marked word order, specifically subject-verb inversion (SVI), where the typical placement of the subject and verb is altered intentionally to achieve a particular communicative effect.
As being observed, SVI appears here and there in TOEIC 2 , TOEFL 3 and IELT 4 tests, especially in the structure and reading comprehension parts; nonetheless,
Vietnamese students face significant challenges in mastering Subject-Verb Interchange (SVI) in English, especially among those majoring in English at the University of Marketing Despite prior exposure in high school, students lack systematic instruction in SVI within their curriculum, making it difficult to effectively use SVI in academic writing Although SVI presents some complexities, it remains an engaging aspect for intermediate-level learners To address this issue, the M.A thesis titled “Empowering English-majored freshmen with the ability to employ English SVI in academic writing: A case study at UM” has been undertaken to enhance students' competence in this area.
Descriptions of the five consecutive courses on “Writing” at UM
English Sentence Structures are typically taught as the initial writing course, serving as a crucial foundation for English majors at UM to develop strong writing skills Upon completing this course, students are expected to understand how different parts of speech combine to form grammatically correct sentences This course, outlined in the Writing 1 syllabus, emphasizes building solid sentence structures essential for effective English writing.
2 Test of English for International Communication
3 Test of English as a Foreign Language
4 International English Language Testing System
Table 1.1: The detailed description of what to be instructed in Writing 1 at UM
The contents in the above table are planned upon the course book Writing Academic
The English course, based on "English" by Alice Oshima and Ann Hogue (2003), is designed to be completed over 12 class meetings distributed across 12 weeks Each session consists of five forty-five-minute periods, providing an intensive and structured learning experience To successfully pass the course, freshmen are required to take a comprehensive exam that assesses their understanding of core internal language skills This program aims to enhance students' English proficiency through a carefully organized schedule and targeted assessments.
Week 1 Clauses and Clause elements: Subject, Verb, Object, Complement,
Types of Clauses: Independent Clauses vs Dependent Clauses, Clause Connectors
Week 2 Types of Sentences: Simple Sentences, Compound Sentences, Complex
Sentences, Compound-Complex Sentences, Coordination vs
Subordination Week 3 Parallelism: Conjunctions, Correlative Conjunctions
Sentence Problems: Sentence Fragments, Choppy Sentences, Run-on Sentences and Comma Splices, Stringy Sentences
Week 4 Noun Clauses: Types of Noun Clauses, Sequence of Tenses, That- clauses
Week 5 Noun Clauses: Subjunctive Clauses, Wh-question Clauses, Yes/No-
Week 6 Adverbial Clauses: Time Clauses, Place Clauses, Manner, Distance and
Frequency Clauses, Reason Clauses, Result Clauses
Week 7 Adverbial Clauses: Purpose Clauses, Concession Clauses, Strong
Week 8 Relative Clauses: Relative Pronouns and Adverbs, Position of Relative
Clauses, Punctuations of Relative Clauses, Relative Pronouns as Subjects
Week 9 Relative Clauses: Relative Pronouns as Objects, Relative Pronouns as
Objects of Prepositions, Relative Pronouns in Phrases of Quantity, Relative Pronouns as in Phrases of Quality
Week 10 Relative Clauses: Relative Adverbial Clauses, Review of Relative
Week 11 Participles and Gerunds: Participles, Participial Phrases, Participial
Phrases from Adverbial Clauses, Participial Phrases from Simple Sentences, Gerunds
Punctuation: Commas, Semicolons, Colons, Quotation Marks Week 12 Reviews
Test 2 structures of English clauses and sentences; however, they do miss a chance of being exposed to the various uses of SVI Since SVI is not formally instructed in this course, it is not included in the test; consequently, the students here seem not to be able enough to use SVI in their pieces of writing For the students’ sake, the researcher decided to carry out an experimental teaching in this writing course, aiming at empowering the English-majored students to use SVI in their academic writing pieces
This course guides students to master writing an English paragraph over twelve weeks, totaling 60 forty-five-minute sessions The curriculum covers ten different types of paragraphs, designed to enhance various writing skills Developed by the Department of Foreign Languages, the teaching materials provide comprehensive instruction on paragraph structure and coherence According to the syllabus for Writing 2, students will engage in focused practice to improve their ability to craft clear and effective paragraphs in English.
Developing Ideas for Writing a Paragraph Week 2 Topic Sentence, Supporting Sentences and Concluding Sentence Week 3 Coherence and Cohesion
Unity and Outlining Week 4 Kinds of Logical Order
Paragraph Review Week 5 Definition Paragraph
Example Paragraph Week 6 Descriptive Paragraph Week 7 Narrative Paragraph
Contrast Paragraph Week 9 Process Analysis Paragraph Week 10 Opinion Paragraph
Table 1.2: The detailed description of what to be instructed in Writing 2 at UM
Assessing students' progress in using Sentence Variation and Integration (SVI) is challenging since they are expected to be exposed to SVI towards the end of Writing 1, which emphasizes structure over ideas Consequently, the researcher will observe and document students’ use of SVI in weekly assignments during Writing 2 All collected data will be analyzed and discussed to support the study’s findings on the effectiveness of SVI integration in student writing.
Students are expected to understand the internal structure of an essay, including how to write its various parts, and to successfully compose a complete essay within 45-minute periods The study focuses on four main types of essays: narrative, comparison, cause-effect, and argumentative, which offer diverse opportunities for SVI usage However, due to time constraints, the researcher will not be able to observe or report on students' SVI applications in their writing.
The English courses at UM are primarily focused on business communication, preparing students to effectively understand and produce various business documents such as correspondences, contracts, reports, advertisements, notices, and announcements within 60 forty-five-minute sessions These courses emphasize writing styles that are highly versatile for numerous SVI applications However, due to limited research time, this study cannot capture and analyze students’ SVI uses in their written assignments.
Rationale for teaching SVI in Writing 1
Formal English is essential for business-related documents, making it vital for English-majored students at UM to master Subject-Verb-Inversion (SVI) Students are expected to utilize SVI in both receptive and productive language skills, ensuring effective communication in professional settings Teaching SVI to freshmen at UM is crucial to enhance their grammatical accuracy and language proficiency, preparing them for real-world business and academic environments.
Given that SVI is closely linked to written language, it should be incorporated into the curriculum for English-major students at UM Teaching SVI as a comprehensive unit can serve as a pilot program to assess the effectiveness of integrating structural instruction into the university's language education, ensuring students develop stronger writing skills tailored to academic and professional contexts.
Teaching SVI in Writing 1 is essential for English-major students at UM, serving as a foundation for advanced writing courses Mastering SVI structures enhances students' ability to craft coherent paragraphs, essays, and business documents This early instruction prepares students to apply SVI techniques effectively in various writing contexts, despite limited time to formally study sentence structures Overall, SVI training in Writing 1 is crucial for developing strong, versatile writing skills necessary for academic and professional success.
English-majored students at UM, whose studies focus on business-oriented English, are expected to effectively apply Subject-Verb-Inversion (SVI) in their communication, including creating and understanding business correspondences and documents However, they often struggle with proper SVI usage, primarily due to limited exposure to its complex structure, which affects their overall proficiency in professional communication.
Students have the opportunity to study and practice using SVI systematically, with regular reviews integrated into later courses on Writing This consistent exposure ensures students become familiar with SVI and can effectively incorporate it into their writing skills over time.
In brief, there should be an experimental need at Foreign Languages Department of
This study aims to identify effective strategies for teaching English-majored freshmen how to use Self-Voice Images (SVI) for meaningful and impactful applications at the tertiary level It suggests that SVI should be introduced within the Writing 1 course rather than in Grammar classes, as students will be better equipped to apply SVI techniques when developing their writing skills later in their academic journey Implementing targeted instruction in Writing 1 can enhance students’ ability to effectively utilize SVI for more expressive and sophisticated writing, fostering both linguistic competence and creative expression in university-level English studies.
Statement of the purpose
This M.A thesis aims to provide a comprehensive description of how Subject-Verb-Object (SVI) is systematically used and interpreted in the English language It investigates the proficiency of UM’s English-majored freshmen in applying SVI after exposure during Writing 1 coursework The study highlights the necessity of integrating explicit SVI instruction into the curriculum Finally, it offers practical recommendations for teaching SVI effectively within the existing time constraints of the Writing 1 course at UM, aiming to enhance students’ grammatical and writing skills.
To achieve the above-mentioned purposes, the study will focus itself on the following research questions:
(1) How well do English-majored freshmen at UM understand and use SVI?
(2) What are their attitudes towards teaching and learning SVI?
(3) What are some advantages and disadvantages of teaching SVI explicitly within the existing amount of time spent on Writing 1 at UM?
It is expected that the results of this study will serve as satisfying answers to all the above-mentioned questions.
Limitation and delimitation
This M.A thesis investigates the teaching of Subject-Verb Inversion (SVI) to English major freshmen at UM, focusing on its various applications in English and offering recommendations for effective teaching and learning strategies The study emphasizes that mastering SVI can significantly enhance students' writing skills, particularly in business-related writing contexts, providing valuable support for their academic and professional development.
This study will be conducted at UM, involving over 100 English-majored freshmen from the 2009-2010 academic year and 12 English teachers from the Department of Foreign Languages, ensuring the findings primarily benefit English-major students at UM Additionally, the research aims to provide insights that can be adapted for English-major students at other universities facing similar challenges with SVI in improving writing skills The results are also intended to assist English teachers seeking effective strategies to enhance students' ability to utilize specific structures in their writing.
Significance of the research
This study aims to categorize different types of Systemic Violence Indicators (SVI) and analyze their systematic functioning within a comprehensive framework It explores the pedagogical implications of explicitly teaching SVI to English-major students through a dedicated four-session, 45-minute unit Additionally, the study incorporates functional grammar principles to clarify misconceptions surrounding SVI, promoting innovative teaching and learning approaches in the field of language education.
SVI at UM In other words, the study will methodologically provide teachers of English with some suggestions for bettering their SVI teaching
This study provides a comprehensive overview of various SVI types that students can easily access and understand Detailed descriptions of SVI will enhance their confidence in using language to express themselves and to comprehend others effectively in communication Additionally, this research will improve English majors' business writing skills, benefiting their current and future professional communication.
Providing teachers with additional linguistic data on Subject-Verb Inversion (SVI) enhances their understanding of this complex grammatical structure Raising awareness of effective SVI teaching strategies can significantly improve students’ writing skills Incorporating targeted instructional methods for SVI helps teachers deliver more effective lessons, leading to better student mastery of English syntax Ultimately, these teaching implications support educators in developing more engaging and successful SVI instruction, fostering improved language proficiency among students.
Organization
The M.A thesis is composed of five main chapters:
Introduction states the background, rationale, limitation, delimitation, purpose, significance and overview of the study
Literature Review discusses the viewpoints that the two grammar schools hold about
SVI and the ways to teach it
Potential Uses of SVI in English describes the structure with the emphasis on its uses
Research Methodology introduces the methods employed to gather information on
This study involves over 100 English-majored freshmen and 12 English teachers at UM, contributing valuable insights to the research on SVI in English Their participation enhances the depth and reliability of the findings, offering significant information for understanding SVI from multiple perspectives The collaboration aims to deepen comprehension of SVI phenomena and support broader linguistic research efforts.
Analyses and Findings presents the statistic data processed through SPSS, which help reveal the nature of the issue in question Next come recommendations for SVI teaching and learning
Conclusion consists of a few final words based on the findings of the study done for this M.A thesis and a brief evaluation on the methods and his contributions in this study.
LITERATURE REVIEW
Linguistic notions on English clauses
A language is a system for conveying meaning, expressed through its vocabulary and grammar Grammar can be studied from different perspectives, primarily focusing on structural forms or communicative functions, as highlighted by Halliday (1994) The two main approaches to English grammar are distinguished by their emphasis on either structural analysis or functional use, providing diverse ways to understand how language functions in communication.
Descriptive grammar explores how language is actually used by speakers and analyzes its structure to establish underlying rules It recognizes that speakers possess an internalized, unconscious set of rules that govern their communication Understanding the nature of language requires studying these internalized rules to grasp how language functions in real-world usage (Fromkin and Collins, 1999:10-11)
2.1.1.1.1 Clause structures in the light of descriptive grammar
A traditional clause consists of a subject, usually a noun phrase, and a predicate, typically a verb phrase, forming a complete thought [Jacobs, 1995:49; Oshima and Hogue, 1998:152].
In English, a certain clause structure can be seen as alternatively comprising five elements, called subject, verb, object, complement, and adverbial These elements will be presented in details below
The subject element (abbreviated to S)
According to Quirk and Greenbaum (1987:170) and Alexander (1992:3), the traditional definition of a subject is "what the clause is about." The subject can be realized in various forms, including a noun phrase, an adjectival phrase, the anticipatory "it," the existential "there," a prepositional phrase, or a clause with a nominal function—both finite and non-finite This flexibility in subject realization highlights the diverse ways different sentence structures convey the main topic or focus of a clause.
(5)a John and Mary are engaged [61:137] b The very young and the very old need the state care [61:137] c For everyone to escape was practically impossible [17:35]
In English syntax, most subjects typically precede their predicates, establishing a clear subject-verb order However, inversion occurs when the subject follows an auxiliary or lexical verb, a common language phenomenon This inversion plays a significant role in sentence structure and emphasis, and it will be explored in detail later in this study.
Auxiliary verbs convey essential meanings such as necessity and possibility, allowing speakers to express certainty or uncertainty They are vital for forming negatives, questions, and tags, enabling clearer communication However, auxiliary verbs cannot stand alone; they must be combined with main verbs to create complete clauses, as highlighted by Eastwood (1994).
5 something that is said or predicated about the subject [Chalker, 1992:16]
A finite clause includes a finite verb that is marked for tense and modality, ensuring its grammatical accuracy It also requires person and number agreement between the subject and the finite verb, as highlighted by Quirk and Greenbaum (1987) and Biber et al (1999) This grammatical structure is fundamental for constructing clear and correct sentences in English.
A non-finite clause is typically a dependent clause containing a non-finite verb that is not marked for tense or modality and often lacks an explicit subject These non-finite verbs can take various forms, including the infinitive (to call), the -ing participle (calling), the gerund (calling), or the -ed participle (called) Understanding non-finite clauses is essential for grasping complex sentence structures in English grammar.
John His brother carefully searched the room [62:10] grew happier gradually [62:10] except when the verb phrase including an auxiliary is elliptical [Quirk and Greenbaum, 1987:38; Alexander, 1992:207], as in:
(6)a John is searching the room [62:25] b They can speak French [60:128] c Did it rain steadily all day? [62:12] d He would have been being visited [62:39]
Auxiliaries can be sub-divided into two groups, modal auxiliaries 8 and primary auxiliaries 9
Intransitive verbs (abbreviated as V i) are verbs that do not take an object or a complement They describe actions, events, states, or processes where only the subject (the agent) is involved, with no additional entity receiving the action [Quirk and Greenbaum, 1987:347; Alexander, 1992:7; Downing and Locke, 1998:73].
(7)a The bells rang all day long [17:58] b He agrees to let me go [59:24]
Many verbs in English are sometimes intransitive as in (8)a, but sometimes transitive as in (8)b below
(8)a He reached for his gun [60:749] b Not a sound reached our ears [60:749]
Linking verbs, abbreviated as V l, serve as crucial connectors that link the subject to its complement, establishing an intensive relationship within a sentence According to Downing and Locke (1998:99), these verbs function to connect a subject element to a subject complement, enhancing the sentence's meaning Understanding the role of linking verbs is essential for mastering sentence structure and improving overall language clarity.
(9)a The house became Peter’s in 1980 [36:52] b I am steadfast [18:127] c The meat has gone bad [18:139]
8 According to Quirk and Greenbaum [1987], modal auxiliaries in English include can, shall, will, may, must, could, should, would, might, ought to, need, dare, and used to
According to Quirk and Greenbaum (1987), only three English verbs—be, do, and have—are classified as primary auxiliaries These auxiliary verbs are essential for indicating tenses, aspects, and voices, as well as ensuring concordance in number and person To perform these grammatical functions, primary auxiliaries undergo inflection, such as "is" in example (6)a and "did" in example (6)c, highlighting their central role in English syntax.
Transitive verbs are verbs that require an object to complete their meaning, making their grammatical structure dependent on this complement (Downing and Locke, 1998:75-97; Quirk and Greenbaum, 1987:348) This essential characteristic distinguishes transitive verbs from intransitive verbs, which do not take an object, highlighting their different roles within sentence construction.
(10)a I heard something strange [77:128] b Many people admired his work [17:42] c We considered him foolish [8:128] d They called him a fool [1:9] e He showed me the photo [1:8] f He bought Jane a present [1:8]
Transitive verbs are divided into mono-transitive (abbreviated to V mono- ) 10 , complex- transitive (abbreviated to V complex- ) 11 and di-transitive (abbreviated to V di- ) 12
According to Quirk and Greenbaum (1987), Alexander (1992), and Downing and Locke (1998), an object is a crucial element of a clause that is directly or indirectly impacted by the extension of a transitive verb.
(11)a I will help you [18:103] b They fear there may be no survivors [17:43] c They gave me my timetable today [17:42] d He sold my friend the book [62:158]
There are two subtypes of objects in the English language, namely, direct object
(abbreviated to O d ) 13 and indirect object (abbreviated to O i ) 14
10 A mono-transitive verb is a verb which obligatorily takes only one object, normally called direct object, as in (10)a and (10)b [Alexander, 1992; Quirk and Greenbaum, 1987]
11 A complex-transitive verb is a verb which is followed by a direct object and an object complement, as in (10)c and (10)d [Alexander, 1992; Quirk and Greenbaum, 1987]
12 A di-transitive verb is a verb which requires two objects in the structure as in (10)e and (10)f [Alexander, 1992; Quirk and Greenbaum, 1987]
A direct object is the noun or pronoun that is directly affected by the action of a transitive verb and appears immediately after it It can refer to both animate and inanimate entities, as exemplified in sentences (11)a and (11)b [Alexander, 1992:5].
An indirect object is a grammatical element that is indirectly affected by the action of the verb Typically, indirect objects refer to humans and other animate entities that receive or benefit from the action Understanding the role of indirect objects enhances sentence clarity and grammatical accuracy in English communication.
“benefit” from the action expressed in the verb [Alexander, 1992], as in (11)c and (11)d
Methodological notions
A case study is the study of a particular case in which the researcher explores in- depth a program, an activity, a process, or one or more individual The case is
Cohesion, a term introduced by Halliday and Hasan (1977), refers to the various linguistic means—grammar, lexical, and phonological—that connect sentences and create unity within larger text units like paragraphs, stanzas, or chapters It is essential for ensuring that written content flows logically and coherently In research, a case study involves collecting detailed information over an extended period using diverse data collection methods, often bounded by time and activity (Creswell, 2003; Lamnek, 2005) This approach allows for an in-depth understanding of complex phenomena within their real-life context.
When conducting a case study, researchers often choose information-oriented sampling over random sampling to better uncover the underlying causes and consequences of a problem Since understanding the root issues is more crucial than merely describing symptoms or their frequency, targeted sampling provides deeper insights that random samples may not offer To enhance the validity of case study findings, selecting multiple relevant cases is often recommended, ensuring a comprehensive and reliable analysis.
A case study is a qualitative descriptive research method used to analyze individuals, small groups, or entire populations Researchers gather comprehensive data through participant and direct observations, interviews, protocols, tests, record examinations, and collections of writing samples This approach provides in-depth insights into the subject matter, making it ideal for understanding complex phenomena in various fields Incorporating case studies into your research can enhance credibility and provide detailed, context-rich information for better decision-making.
A case study is a research strategy that involves empirical investigation of a phenomenon within its real-life context, utilizing both single and multiple case studies This approach can incorporate quantitative evidence and relies on diverse sources of data, benefiting from the prior development of theoretical propositions Importantly, case studies should not be mistaken for qualitative research, as they can employ a mix of quantitative and qualitative evidence to provide comprehensive insights [Lamnek, 2005].
This study, grounded in Lamnek’s later perspective, qualifies as an in-depth case study examining English-majored students’ ability to learn and utilize Scientific Vocabulary and Idea (SVI) in academic writing at UM during the 2009-2010 academic year The researcher first reviews various documents to establish the theoretical framework for the diagnostic and achievement tests, then conducts experimental teaching with all English-major freshmen, using diagnostic results and teacher feedback to inform instruction The achievement test measures students’ progress in applying SVI, while questionnaires gather students’ opinions and expectations regarding SVI instruction In subsequent Writing 2, the researcher continues to develop students’ SVI skills and assesses their practical application in academic writing Student attitudes towards SVI are reflected in their writing pieces, representing the outcomes of the teaching and learning process Data collected through tests, questionnaires, and observational notes—both quantitatively and qualitatively—provide comprehensive insights, enabling the researcher to draw meaningful conclusions for the thesis.
Recent discussions, notably by American writer Krashen, distinguish between acquiring and learning a language Language learning, or explicit learning, involves the formal study of language rules through conscious effort It is characterized by learners intentionally focusing on language form, understanding rules, and being able to articulate them This process contrasts with natural language acquisition, emphasizing the importance of explicit instruction for mastering grammar and language structures.
Error correction plays a crucial role in language learning, as it helps learners develop accurate mental representations of grammatical rules, according to Richards and Long (1987) Krashen (1987) emphasizes that error correction is an essential component of effective language acquisition However, excessive focus on correcting errors can hinder speaking fluency, causing learners to become hesitant and self-conscious as they struggle to produce correct forms in real-time Therefore, balancing error correction with natural communication is key to fostering both accuracy and fluency in language learners.
Krashen (1987) states that conscious learning has a limited impact on language performance, primarily serving as a monitor or editor that reviews and corrects output This monitoring function is only effective when learners have enough time to select and apply learned rules to ensure grammatical accuracy Consequently, subconscious acquisition plays a more significant role in language proficiency than conscious learning.
Language acquisition is an unconscious, intuitive process involving the natural development of language skills through understanding and meaningful communication, as opposed to conscious learning of rules According to Brown (2000:278) and Richards and Long (1987:35), it refers to how individuals inherently develop language proficiency by using the language in real-life contexts Richards and Long define language acquisition as “the process children use to acquire their first language,” highlighting its role in spontaneous language development.
According to Richards and Long (1987), acquisition—not formal learning—is the primary factor behind language fluency Language acquirers focus on the meaning and truthfulness of messages, emphasizing fluent communication over mastering surface structures As a result, surface-level language features have minimal impact on their ability to produce coherent and natural speech.
In language acquisition, grammatical structures are typically learned in a predictable and natural order, with certain rules being acquired earlier than others Output plays an indirect but significant role in language development, as actual speech influences the amount and quality of input received by the learner According to Krashen (1987) and Richards and Long (1987), speaking behavior impacts language acquisition by shaping the input environment for the learner.
Traditional language learning methods are often ineffective because mastering vocabulary or grammar does not ensure successful communication Krashen (1987) emphasizes the difference between language acquisition and learning, asserting that learned language does not automatically become part of one's innate language skills He explains that formal learning methods do not directly facilitate natural language acquisition, highlighting the importance of immersive and communicative approaches for effective language development.
However, other methodologists are not in the same vein with Krashen
Harmer (1991) and McLaughlin (1990) highlight that it is empirically impossible to distinguish between conscious and unconscious learning, making it difficult to determine whether someone has truly acquired a specific language skill or knowledge.
Gregg (1984:82) critiques Krashen’s claim by highlighting the lack of supporting evidence He argues that if unconscious knowledge can be brought to consciousness, then it is reasonable to assume that conscious knowledge can also become unconscious.
28 Internalization is a process in which learning becomes acquisition [Krashen, 1987: 81-84]
Language learning is a process that involves different levels of learning and acquisition, which can be beneficial depending on each learner's unique styles and strategies Incorporating conscious rule learning and form-focused instruction can significantly enhance the development of successful communicative competence.
Methods of teaching English Sentence Structures at UM
According to the talks 32 with 8 teachers of English who have taught English Sentence
At UM, teaching structures in English often employs either deductive or inductive methods Some teachers prefer to present patterns first, followed by examples to illustrate them, while others introduce examples initially and then guide students to discover the patterns themselves Others combine both approaches based on each lesson’s objectives Regardless of the method, students are typically asked to apply learned patterns through exercises like filling in blanks, completing sentences, transforming sentences, or rewriting sentences Occasionally, teachers give real-life situations to prompt students to use the structures creatively Overall, the language used by teachers tends to be more descriptive than functional, focusing on explaining structural elements and how they are sequenced to produce grammatically correct English sentences.
32 the talks with 8 teachers of how English sentence structures are normally taught at UM
Related studies
Presented below are the two recent studies at USSH 33 that are closely related to this study:
Hồ Thị Nguyệt Thanh's M.A thesis, "Existential Sentences in English and Vietnamese" (2006), analyzes the similarities and differences between existential sentences in the two languages Her research highlights how understanding these linguistic nuances can improve translation accuracy between English and Vietnamese These findings provide valuable insights for translators working to accurately render existential constructions across both languages, enhancing cross-linguistic communication.
Cao Thị Phương Dung's 2006 M.A thesis, "English Inverted Declarative Analysis and Suggested Teaching Implications," examines and compares English inverted declarative sentences with their Vietnamese counterparts to identify similarities and differences in the use of inversion Her research highlights the linguistic distinctions between the two languages and suggests that understanding these differences can enhance translation teaching for Vietnamese learners of English Applying her findings can improve pedagogical strategies, facilitating more effective teaching of English inversion structures to Vietnamese students.
This study builds on previous research that examined the internal structure of inverted and existential sentences in English, comparing them with their Vietnamese equivalents from a descriptive grammar perspective The primary aim is to enhance English majors' ability to accurately use English Subject-Verb-Inversion (SVI) structures in academic writing Additionally, the research will propose practical implications for teaching these sentence patterns to improve students' grammatical proficiency in academic contexts.
Summary
Chapter 2 has mainly reviewed the conception of SVI from the two perspectives: descriptive grammar and functional grammar Also, this chapter presented some language teaching methods that would potentially be employed to teach SVI during the experimental process carried out to collect data for this M.A thesis Regardless of the fact that only descriptive grammar approach has been used to teach English
33 University of Social Sciences and Humanities, which belongs to Vietnam National University-Ho Chi Minh City
34 resources are available at the English Resources Center within the Department of English Linguistics and Literature, as well as at the Library of the University of Social Sciences and Humanities, Vietnam National University-Ho Chi Minh City.
At UM, the researcher plans to utilize functional grammar to analyze sentence structures, focusing on how to interpret the potential meanings conveyed by the SVI structure This approach aims to enhance English-majored freshmen's understanding of SVI, ultimately improving their writing skills By exploring the functional aspects of sentence construction, students can develop a deeper comprehension of sentence structures, contributing to their overall proficiency in English writing This study emphasizes the importance of understanding SVI within the context of functional grammar to support academic success and effective communication among students.
POTENTIAL USES OF SVI IN ENGLISH
Partial inversion
According to Biber et al [1999], PI bears some characteristics presented as below:
- Inversion may occur with both transitive verbs and intransitive verbs; especially with the former, there is often a weighty predicate occupying the end position in a clause
- The opening elements triggering PI are much more restricted
- Inversion is obligatory where the triggering elements are found and occur with light weight unstressed subject pronouns and noun-headed subjects
According to Alexander [1992], in most English questions, PI does occur to fulfill the function of requesting and the details of this PI type will be discussed below
Alexander [1992:262] asserts that “inversion with the auxiliary must occur after the question word The sequence is: question word first, auxiliary next, then the subject.”
According to Biber et al (1999), wh-questions begin with a wh-word that signals an element to be specified by the addressee This element may be a sentence component such as a subject, object, predicative, or adverbial, or part of a phrase, providing clarity and direction in the question.
(60)a Where DID you get that suit from? [1:263] b How SHOULD I know? [77:478] c What DOES the boss want? [77:474] d Who DO you wish that you’d marry then? [77:475] e Where WOULD you like to go? [60:80]
Understanding the correct usage of question forms in English is essential for clear communication For example, "Why is she working?" and "Why isn’t she working?" help inquire about ongoing or current actions Additionally, questions like "Why didn’t you tell me that in the first place?" clarify past events, while "Why can’t we go by bus?" and "Why don’t we go out for a meal?" address present possibilities and suggestions It's also important to ask about completed actions with questions like "Why haven’t they repaired it?" to ensure clarity about delays or unfinished tasks Mastering these question structures enhances your ability to communicate effectively in various contexts.
Hewings (1999) states that negative wh-questions frequently involve the fronted interrogative pronoun "why," which serves various communicative functions This usage is common when making suggestions, persuading others, offering criticism, or expressing surprise Understanding this pattern enhances comprehension of how "why" is employed in different contexts to convey nuanced meanings.
However, it should be noted here that when wh-word is the subject, it comes right before the verb As a result of that, PI does not occur, as in:
Discover engaging conversation starters by asking questions like, "Who told you that?" or "What the heck happened?" These inquiries foster curiosity and understanding Additionally, exploring topics such as workplace dynamics with questions like "How many people work in your office?" can encourage meaningful discussions For those interested in luxury and lifestyle, asking "Who wouldn’t like to own an expensive sports car?" appeals to aspirations and interests Lastly, personalized questions like "Which best describes your fitness program?" help tailor conversations to individual routines and health goals, making your discussions more relevant and impactful.
A yes/no question is a question that requires a yes or no answer, as defined by Alexander (1992) and Biber et al (1999) It is formed by identifying the auxiliary verb linked to the main verb and placing it at the beginning of the sentence The subject, regardless of its length, follows the auxiliary, ensuring proper question structure This formation is essential for understanding and constructing yes/no questions in English.
In a positive Yes/No question
(63)a CAN anyone in the room hear me? [1:250] b COULD he have been delayed? [1:250] c HAVE you seen John? [77:474] d ARE you ready? [77:474] e IS your work space overcrowded? [45:157]
In a negative Yes/No question
Remember our memorable holiday in Spain? If you haven't finished your tasks yet, make sure to complete them soon I saw you in Paris last week; it was great to catch up Wouldn't it be better to plan your trip for tomorrow instead? If you're unable to play the trumpet here, consider practicing somewhere else These questions highlight common conversational expressions used in English for sharing experiences, making plans, and addressing actions or permissions.
Swan (2000) and Alexander (1992) explain that negative yes/no questions are typically used to elicit a "yes" response from the listener However, when speakers want to emphasize a point, convey anger, or express surprise, they often use full-form questions with the negative marker "not" placed before the operator and subject This usage highlights the speaker’s strong emotion or emphasis, making the question more forceful and attention-grabbing.
(65)a HAVE I not asked you again and again to be here on time? [1:255] b ARE there not more than enough weapons of destruction on earth? [1:255] c HAVE you not finished yet? [18:36]
A tag question is a short question, such as "have you?" or "haven’t you?", that follows a statement It repeats the auxiliary verb (be, have, can, may, etc.) used in the statement, followed by a pronoun subject, to seek confirmation or agreement According to Alexander (1992), this structure helps clarify or verify information Biber et al (1999) further explain that tag questions serve an interactive function by eliciting the hearer’s confirmation or agreement, highlighting their role in facilitating communication and engagement in conversation.
In a negative statement with a positive question tag
(66)a He wasn’t annoyed, WAS he? [1:256] b Not very a good film, WAS it? [77:478] c You didn’t speak to Luke, DID you? [77:479] d Nobody phoned, DID they? [77:480] e It is no good, IS it? [77:480]
When forming question tags, the auxiliary verb in negative statements is typically repeated in a positive interrogative tag, except in specific cases like 66b where the verb and subject are inferred A rising tone in question tags can convey emotions such as anger, surprise, disbelief, or interest, making them more than simple yes/no questions Conversely, a falling tone in question tags tends to serve as a confirmation, indicating that the speaker treats the question more like a statement and seeks validation of what they assume to be true [Alexander, 1992; Swan, 2000].
In a positive statement with a negative question tag
John was annoyed, wasn’t he? There’s something wrong, isn’t there? Sally can speak French, isn’t she? Harry gave you a cheque, wasn’t he? You do take sugar in tea, don’t you? These sentences demonstrate the use of question tags to seek confirmation or express doubt, which is essential for constructing engaging and grammatically correct conversations in English Using proper question tags helps improve communication clarity and enhances SEO content related to English language learning and grammar rules.
In questions of this form, the auxiliary verb in the positive statement is repeated in a negative interrogative tag (except for (67)d in which the auxiliary did is inserted)
According to Alexander (1992) and Swan (2000), the tone of a tag-question significantly influences its function; a rising tone indicates that the speaker is genuinely seeking information and may be expressing emotions such as anger, surprise, disbelief, or interest, prompting the respondent to elaborate Conversely, a falling tone suggests the speaker does not require further details and is mainly seeking agreement Understanding these tonal cues is essential for interpreting intent and emotional context in conversation.
In a positive statement with a positive question tag
This article highlights the use of question tags in English, which are short questions added at the end of statements to seek confirmation or express surprise Examples include: "So you are getting married, ARE you?" and "Your mother’s at home, IS she?" These question tags turn statements into questions, adding nuance or emphasis, such as "You can eat shellfish, CAN you?" or "Have a good time, DID you?" They are also used to confirm information, as in "She was talking to my husband, WAS she?" Understanding the correct usage of question tags is essential for effective communication in English.
According to Alexander (1992) and Swan (2000), tag questions with a rising tone typically serve to seek confirmation of information the speaker already knows while also conveying friendly interest In contrast, when pronounced with a falling tone, the same tag question expresses disappointment, suspicion, disapproval, or even threats.
In a negative statement with a negative question tag
(69)a You don’t like my cooking, DON’T you? [77:480] b So he won’t pay his bills, WON’T he? [1:257]
According to Alexander (1992) and Swan (2000), while this grammatical form is possible in English, it is rarely used in everyday language When it is employed, it often serves to convey a sense of speaker aggression or emphasis.
In an imperative with a negative/positive question tag
(70)a Give me a hand, WILL you? [77:480] b Do sit down, WON’T you? [77:480] c Let’s have a party, SHALL we? [77:480] d Don’t forget, WILL you? [77:480] e Shut up, CAN’T you? [77:480]
According to Swan (2000), imperative question tags often utilize common modal verbs such as won’t, will, would, can, can’t, and could to issue orders or requests The selection of the modal verb conveys the speaker's intention, whether to invite, request, demand, or command the addressee to take action Utilizing these modal verbs appropriately is essential for clear and effective communication in English, especially in contexts involving commands or polite requests.
Full inversion
Biber et al [1999] assert that FI is found most typically under the following circumstances:
An adverbial of place typically begins the clause, setting the scene or providing background information for the situation It often explicitly connects to the previous text through a definite noun phrase, ensuring coherence and clear reference Utilizing adverbials of place effectively enhances the contextual understanding of a paragraph, making the narrative more engaging and logically connected.
- The verb is intransitive or copular, has less weight than the subject and often expresses existence or emergence on the scene
- The clause ends with a long and heavy subject introducing information, often as an indefinite noun phrase, which may be further developed in the following text
In short, the FI structure mostly conforms to the requirements of the information principle, and the end-weight principle
The present subjunctive mood, as described by Thompson and Martinet (1996), Swan (1999), and Biber et al (1999), is commonly used to express wishes or hopes, often involving supernatural power In this usage, the main verb remains in its base form and appears before the subject, exemplifying its function in conveying desire or aspiration.
Long live the queen, the bride and groom, and King Edmund—celebrating their enduring reigns and joyful unions Despite financial considerations, such as the willingness to pay $2,000 if necessary, stakeholders remain committed to their commitments It suffices to note that the DTI served as the supervising authority for fringe banks, ensuring regulatory oversight and financial stability.
From the above examples, it can be conceived that the combination of the inflectionless subjunctive mood and inversion gives these highlighted expressions an archaic and solemn ring
According to Alexander (1992), the subject-verb order in quoted speech can be interchanged, especially when the subject is lengthy He notes that inversion is common in news and fiction writing to improve clarity and flow For example, in such contexts, placing the subject after the verb is frequently used when the subject is long or complex, enhancing readability and stylistic variety.
(89)a “This is a serious offence,” SAID the judge [1:285]
~ “This is a serious offence,” the judge said
Inversion is an optional stylistic choice that can subtly influence the emphasis of a sentence without significantly altering its meaning According to Biber et al (1999), inversion often highlights the importance and communicative significance of the subject when it appears later in the sentence This technique allows the focus to shift toward the inverted quoted speech or the nominal subject following the verb, thereby enhancing the sentence’s overall emphasis and informational impact.
Some reporting verbs are normally inverted verbs are say, answer, whisper, reply, repeat, return, growl, ask, think, rejoin, stress, add, mutter, snap, cry, suggest and the like
In a different way, when the subject is a pronoun which is considered as being light in weight, FI can hardly occur, as in:
(90)a “Nice to see you,” he said [18:340] b “What time is this,” he asked [18:340] c “What a silly boy you are,” she exclaimed [1:292]
The website http://www.testmagic.com/grammar/explanations/inversion.htm explains that inversion with "FI" (front inversion) is common with verbs that report speech English learners should be familiar with this grammatical structure, as it is often tested in exams like the TOEFL, GMAT, and GRE Understanding inversion in reported speech is essential for mastering advanced English grammar.
3.2.3 Declaratives beginning with an adverbial
In a declarative beginning with an adverbial particle
According to Alexander (1992), the typical subject-verb order in a sentence can be reversed when a sentence begins with an adverbial of direction, such as here, there, back, down, up, or off In such cases, the noun subject follows the verb, especially with verbs like come, go, or be This inversion emphasizes the directional adverbial at the beginning of the sentence, creating a distinctive sentence structure Understanding this syntactic pattern is important for both grammatical accuracy and effective communication.
The rain came down steadily as the umbrella went up to shield ourselves from the downpour, illustrating how weather conditions influence everyday actions Sandra’s car arrived promptly, signaling her arrival, while the last train departed, marking the end of the day’s journeys Meanwhile, the cuckoo suddenly sprang out, and the runners quickly went away, demonstrating dynamic movements and reactions to different situations These scenes highlight key moments where natural and human activities are synchronized with simple, descriptive phrases.
With the verb “ be ” following “ here ” or “ there ”
(92)a Here ’S the bag [5:913] b Here ’S the revised schedule for next week’s activities [82:115] c There ’S Johnny Smith [1:143] d Here ARE some simple home remedies [67:77] e Here IS the application form you will fill out [45:119]
In a declarative beginning with a prepositional phrase adverbial of place
According to Alexander (1992), when a prepositional phrase of place is followed by a verb of location—such as lie, live, sit, or stand—or a verb of motion like come, go, or rise, the verb can precede the noun subject This grammatical structure is essential for proper sentence formation and varies depending on the sentence context Understanding this rule enhances clarity and correctness in English language usage.
The tiny chapel stood at the top of the hill, serving as a prominent feature in the landscape In the distance, the purple mountains could be seen, creating a majestic backdrop Under a tree, lying peacefully, was one of the biggest men I had ever seen From the rafters, strings of onion were hung, adding a rustic touch to the setting Beside him, on a perch, sat a vibrant blue parrot, completing the scene's picturesque charm.
Biber et al explain that the distribution of information within the FI (Focus and Information) structure typically reflects how a scene is observed In some cases, the FI is omitted and replaced with a lightweight pronoun as the subject, which influences the emphasis and clarity of the sentence [Biber et al., 1999:914] This pattern highlights the role of FI structures in shaping our understanding of scene observation in language use.
(94)a Then it came [5:914] b At the top of the hill it stood out against the sky [1:143] c Here you are [1:143]
Inversion with fronted "if" (FI) can be used with the verb "be," linking verbs, and verbs of direction and location Although this type of inversion is less common on the TOEFL, it is more frequently used on the GMAT and GRE Understanding the proper use of FI can enhance your grammar skills for advanced exams like the GMAT and GRE.
In a declarative beginning with an adverbial of time
According to Biber et al (1999), sentences that begin with an opening adverbial of time are typically structured with the adverbial first, followed by the verb and then the subject These sentence structures are known for "introducing a new event," which is often positioned towards the end of the sentence for emphasis Words such as "first," "next," "now," or "again" are commonly placed at the beginning to signal a reference back to previously provided information, ensuring coherence and logical flow in the narrative This pattern helps establish temporal order and connect new events with the existing context, enhancing clarity for the reader.
The turning point of the match was a significant moment that changed the course of the game This shift brought about sounds of cheerfulness and a more positive spirit among the players The sequence began with a clever, graceful, and quiet scout, followed by the arrival of the Chaplain Currently, the focus is on sorting out the returned forms to ensure everything is in order.
Summary
This chapter has just covered all the potential uses of SVI, including 7 PI types and 8
FI types have complex structures and diverse uses, which can often confuse English learners To effectively support students, the researcher will carefully select FI types that align with the Writing 1 syllabus to design targeted teaching tasks These tailored tasks will facilitate better understanding and enhance writing skills, ultimately informing recommendations for SVI teaching strategies.