A contrastive study on grammatical subject as a clause element in English and in Vietnamese from perspective of systemic-functional grammar

1 VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES NGUYỄN THỊ HỒNG HẠNH A COMPARATIVE STUDY ON GRAMMATICAL SUBJECT AS A CLAUSE ELEMENT IN ENGLISH AND IN VIETNAMESE FROM PERSPECTIVE OF SYSTEMIC- FUNCTIONAL GRAMMAR ( Nghiên cứu đối chiếu chủ ngữ ngữ pháp yếu tố mệnh đề tiếng Anh tiếng Việt góc độ ngữ pháp chức hệ thống) M.A Minor Programme Thesis Field: English Linguistics Code: 60.22.15 HANOI-2010 VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES NGUYỄN THỊ HỒNG HẠNH A COMPARATIVE STUDY ON GRAMMATICAL SUBJECT AS A CLAUSE ELEMENT IN ENGLISH AND IN VIETNAMESE FROM PERSPECTIVE OF SYSTEMIC- FUNCTIONAL GRAMMAR ( Nghiên cứu đối chiếu chủ ngữ ngữ pháp yếu tố mệnh đề tiếng Anh tiếng Việt góc độ ngữ pháp chức hệ thống) M.A Minor Programme Thesis Field: English Linguistics Code: 60.22.15 Supervisor: Assoc Prof Dr Ngô Đình Phương HANOI-2010 TABLE OF CONTENTS ACKNOWLEDGEMENTS………………………………………………………….…i ABSTRACT…………………………………………………………………………….ii TABLE OF CONTENTS…………………………………………………………… iii PART A: INTRODUCTION Rationale…………………………………………………………………………… Aims……………………………………………………….………………………….2 Scope of the study……………………………………………………………………2 Method of the study ……………………………… ……………………………… Design of the study………………………………………………………………… Chapter 1: Theoretical Orientations 1.1 Introduction ………………………………………………………………………4 1.2 Theories of systemic- functional grammar as distinguished from other formal Grammar……………………………………………………………………………….4 1.3 Definition of grammatical subject.……………………………………………….5 1.3.1 From traditional perspective .…………………………………………………5 1.3.2 From systemic functional grammar……………………………………………6 1.4 Kinds of subject………………………………………………………………… 1.4.1 Psychological subject………………………………………………… 1.4.2 Grammatical subject ………………………………………………………… 1.4.3 Logical subject………………………………………………………………… 1.5 Three lines of meaning in the clause…………………………………………… 1.6 Conclusion………………………………………………………………….…… Chapter 2: Grammatical subject in English on the view of systemic functional grammar 2.1 Introduction.…………………………………………………………………… 10 2.2 Structure of the mood.………………………………………………………… 10 2.2.1 Subject and finite………………………………………………………………10 2.2.2 Meaning of subject and finite…………………………………………………10 2.3 Identifying subjects and finites………………………………………………….11 2.3.1 Identifying subjects…………………………………………………………….11 2.3.2 Identifying finites………………………………………………………………12 2.4 Mood in some kinds of English sentences………………………………………13 2.4.1 The declaratives……………………………………………………………… 13 2.4.2 The interrogatives………………………………………………………………14 2.4.2.1 Wh- interrogatives……………………………………………………………14 2.4.2.2 Yes/ No interrogatives……………………………………………………… 15 2.4.3 The imperatives……………………………………………………………… 15 2.4.3.1 Exclusive imperatives……………………………………………………… 16 a Unmarked imperatives…………………………………………………………….16 b Marked imperatives……………………………………………………………… 17 2.4.3.2 Inclusive imperatives…………………………………………………………18 2.4.3.2.1 Unmarked imperatives…………………………………………………… 19 a Unmarked positives……………………………………………………………… 19 b Unmarked negatives……………………………………………………………… 19 2.4.3.2.2 Marked imperatives……………………………………………………… 19 a Marked positives…………………………………………………………….…… 19 b Marked negatives………………………………………………………………… 19 2.4.4 Exclamatives…………………………………………………………………….20 2.5 Summary…………………………………………………………………….… 20 Chapter 3.A contrastive analysis on the grammatical subject in English and Vietnamese on the view of Systemic- Functional Grammar 3.1 Introduction.…………………………………………………………….……… 21 3.2 Mood structure…………………………………………………………….….… 21 3.3 Identification of subject…………………………………………………….….…23 3.4 Position of subject in some kinds of sentences…………………………….……24 3.4.1 Declaratives……………………………………………………………….…….24 3.4.2 Interrogatives……………………………………………………………… …25 3.4.3 Imperatives………………………………………………………………… ….27 3.4.3.1 Unmarked imperatives…………………………………………………….…27 a Unmarked positives……………………………………………………………… 28 b Unmarked negatives……………………………………………………………… 28 3.4.3.2 Marked positives………………………………………………………… ….28 3.4.3.3 Marked negatives…………………………………………………………… 28 3.4.4 Exclamative……………………………………………………………….…….28 3.5 Summary ………………………………………………………………… ……31 PART C: CONCLUSION Conclusion…………………………………………………………………….…….32 Implications…………………………………………………………………… … 33 REFERENCES……………………………………………………………………… 35 APPENDIX PART A: INTRODUCTION Rationale The history of linguistics has seen many different grammatical approaches, such as traditional grammar, structural grammar, and transformational- generative grammar, each of which defines its own objectives Of the grammatical approaches, traditional grammar sees grammar as a set of rules which specify all grammatical structures of the language In this approach there is a main focus on making a distinction between grammatical and ungrammatical sentences Sentences are considered as the largest units in the grammatical system of a language and they are used to illustrate different grammatical rules The primary concern of this approach is on the forms of grammatical structure rather than their meanings or uses in contexts Because of its earlier foundation, traditional grammar has greatly influenced on linguistics and language teaching Another approach that also has a great influence on language research and teaching is functional grammar The theory of functional grammar was originally introduced by M.A.K Halliday in the early 1960s Systemic functional linguistics sees language as a system of communication and analyses grammar to discover how it is organized to exchange meanings The primary concern is with the function of structures and with their meanings in context All languages take place in the context Rather than studying the distinction between grammatical and ungrammatical forms, the focus of this approach is on the appropriateness of a form in a particular context Functional grammar has been studied by many grammarians like Halliday(1985, 1994), Bloor (1994), Eggins (1994), Thomson (1996), Morley(1985), etc In Vietnamese there are some functional studies that should be counted are Cao Xuân Hạo (1991 Tiếng Việt: sơ thảo ngữ pháp chức năng; Nguyễn Thị Quy (2002) Ngữ pháp chức tiếng Việt; Hoàng Văn Vân (2002) Ngữ pháp kinh nghiệm cú tiếng Việt: Miêu tả theo quan điểm chức hệ thống Personally, the writer finds functional grammar very interesting as it offers a full study on language and language teaching which focuses on communication This is a very useful way to teach and learn English The intention of this study is to illuminate the characteristics of grammatical subject in English and to compare it with Vietnamese language to have a fully understanding of this term However, due to the limitation of time, the writer is not able to cover all aspects of grammatical subject in the two languages What the writer would like to is to study grammatical subject in English in comparison with that in Vietnamese The result of this study contributes to facilitation of the teaching and learning of English Aims Within the framework of a M.A minor thesis, the study is aimed at:  Presenting, describing and analyzing the grammatical subject in English and in Vietnamese in the light of systemic- functional grammar  Identifying the similarities and differences between grammatical subject in English and its equivalent in Vietnamese in term of mood structure  Making some suggestions for teaching and learning grammatical subject to teachers and learners of English In order to reach the target, the following research questions are posed: What is the grammatical subject? What are the similarities and differences of the grammatical subject in English and its equivalences in Vietnamese? The writer also would like to find out the implications of this study in teaching and learning grammatical subject (including the identification of it) to teachers and learners of English Scope of the study The study does not cover all aspects of functional grammar but limits itself to a minor aspect of functional grammar The main focus is on grammatical subject in English and in Vietnamese viewed from perspective of the systemic- functional grammar To explicit the grammatical subject it is essential to study it in mood structure in which the subject is located Other aspects such as theme- rheme are not included in this study The research is confined to the description, analysis and comparison of the grammatical subject in term of position in kinds of sentences Method of the study This study is primarily concerned with comparing grammatical subject between English and Vietnamese The research methods used in the study are description, comparison and analysis The descriptive and analytic is used in description of grammatical subject in 10 English and Vietnamese The comparative is used in the comparison of grammatical subject in the two languages A number of examples are taken from many sources in The English and Vietnamese languages They are analyzed to identify the similarities and differences between grammatical subject in English and in Vietnamese Design of the study The thesis is divided into three parts: Part A: The Introduction: presents the rationale of the study, the aims, scopes, methods, and the design of the study Part B: Development: consists of four chapters Chapter 1: provides the theoretical background of the study, functional grammar, the notion of grammatical subject in two aspects of grammar, kinds of subjects and three lines of meaning in the clause Chapter 2: investigates the grammatical subject in English on the view of systemic functional grammar Chapter 3: presents the systemic functional comparison between grammatical subject in English and in Vietnamese Part C: Conclusion: summarizes the whole study and offers some implications for language teaching and learning 11 Chapter Theoretical Background 1.1 Introduction As already mentioned in the previous part, this study‟s aim is to investigate the grammatical subject in English and Vietnamese from systemic functional perspective In this chapter, we shall attempt to explore the notions of grammatical subject, definition of grammatical subject from different perspectives, kinds of subject and three lines of meaning in the clause We focus our study on systemic- functional grammar which has an influence on grammatical subject in this study 1.2 Theories of systemic- functional grammar as distinguished from other formal grammar Over the history, the study of language has been approached from different points of view Traditional grammar views language as a system of interrelated categories It attempts to create rules about how people use languages Its aim is to provide rules for correcting what are offered to as grammatical errors This theory are criticized for paying too much attention to details of language and its description of language seems to be inadequate for language teaching Descriptive grammar arises in the early 1970s with the publication of “A comprehensive grammar of the English language”, (Quirk and Greenbaum, 1972) This grammar aims to describe the grammatical system of language, that is, what speakers of the language “unconsciously” know, which enables them to speak and understand language It is believed to provide good ground for deeper studies in other later grammars such as transformational – generative and systemic- functional grammar The Transformational- Generative grammar, developed by Chomsky (1968) makes a distinction between “surface structure” and “deep structure” of language It is a “logical specification of the syntactic knowledge which the learner needs to produce grammatical sentences”, (Bell, 1981:107) Traditional, descriptive, transformational- generative grammar emphasizes on formal aspects of language, the primary concern is with the forms of grammatical structures rather than meanings or their uses in context Another approach, called Systemic- Functional 12 Grammar, rather than insisting on a clear distinction between grammatical and ungrammatical forms, focuses on the appropriateness of a form for a particular communicative purpose This approach was originally developed by M.A.K Halliday in the 1960s and has now become a major approach in linguistics Halliday, in his work “An introduction to Functional Grammar” (fist published in 1985) explains that his grammar is functional rather than formal; a language is “a system of meaning” People use language to express meaning The study of grammar focuses on how meanings are built up through wording The form of grammar relates to the meanings that are coded This grammar pays attention to both form and meaning This theory of grammar approaches language from semantic and functional point of view Halliday develops analysis of language on the semantic functions These functions, termed by Halliday as “metafunctions” of language consist of ideational, interpersonal, and textual function They exist in all languages as they reflect the role of human language in general Ideational function means that language is used to talk about our experience of the world, to describe entities and help us to understand, organize and express perceptions of the world Interpersonal function means that language helps us to communicate with other people, to take on roles and to express and understand feelings, attitudes Textual function means that language is used to relate what is said to the real world and surroundings so as to make the message fluent, coherent In the history of language, there are many approaches to grammar However, each approach has its own weaknesses because it fails to study language in relation between form and meaning, the importance of social context On the other hand, systemic functional grammar, initiated by M A K Halliday recognizes meaning and use as central features of language That is what makes functional grammar distinctive with other grammarians 1.3 Definition of grammatical subject 1.3.1 From traditional perspective Providing an adequate definition of the notion of a subject is difficult as it depends on grammatical theories that may vary from language to language However, many grammarians try to define subject and one of the most common definition is that the 35 Predicator (b) Unmarked imperatives in Vietnamese “ Há miệng ra” However, the unmarked imperatives may be relevant to marked imperatives in Vietnamese It is natural that the subjects are often added in the structure of Vietnamese imperatives In order to make the imperatives more or less impolite or polite, we can add the subject “mày”, “bác”, “anh”, etc The examples below show the difference in the two languages: (3.17) (a) Go and have some sleep! (b) Con ngủ đi! b Unmarked negatives In unmarked negative imperatives, both English and Vietnamese have no Subject but they are different in structure The English imperative structure is comprised of Finite only (Don‟t) with no subject Otherwise, the Vietnamese imperatives use function words such as “đừng”,”chớ”, “ không được”, “ có”, etc (3.18) (a) Don’t go out at late night! (b) “Đừng vào lúc đêm khuya” 3.4.3.2 Marked positives In the structure of imperatives of this type, the Subject may appear and the finite may also be used for emphasis There is somewhat a similar situation in Vietnamese where the imperative mood markers (function words) occur together with the subject (3.19)(a) “You first, Mary!” (b) “Bạn làm trước đi, Mary!” 3.4.3.3 Marked negatives The imperatives structure of this type consists of finite “don‟t” and the Subject In contrast, in Vietnamese, Subject is always placed initially, precedes the function words such as “đừng”, “chớ”, “không được”, etc The following examples show the difference: (3.20) (a) “Don’t you behave like that!” Subject (b) “Bạn đừng cư xử thế!” Subject 36 For imperative “let‟s”, this difference also occurs in which particle “not” is often added after the subject in English but in Vietnamese, the 1st inclusive person may appear initially (3.21) (a) “Let’s not stop now” S (b) “Chúng ta không dừng lại” S In conclusion, though English imperatives and Vietnamese imperatives share some common features, they are different from each other The decisive factors that make the English imperatives marked or unmarked is the Subject (not in association with the finite verb) and the polarity (positive and negative) On the contrary, in Vietnamese imperatives, priority is given to the function words such as “hãy”, “đi”, “đừng”, “chớ”, “chớ có”, “khơng được” etc 3.4.4 Exclamative Exclamatives in English are quite similar to the interrogatives in which there are the Wh- elements such as “what”, or “how” and a relation between the Finite and the Subject, like in interrogatives However, the distinction is the position of Subject (the word order) and the Finite In exclamatives, the Subject always precedes the Finite In contrast, in interrogative, the Subject comes after the Finite and there is an inversion of the verb (3.22) In English: “What beautiful girl she is!” In Vietnamese: Cô gái đẹp làm sao!” (3.23) In English: “How badly he behaves!” In Vietnamese: “Anh cư xử tệ làm sao!” In Vietnamese exclamatives, exclamative markers such as “làm sao”, “biết bao” are added at the end of the sentences distinguished from the declaratives These markers contribute to show and intensify the speakers‟ attitude, feelings towards the problem mentioned Below is the table in which the summary of comparison between grammatical subject in English and Vietnamese is briefly described so as to offer convenience in practical use: Aspects comparison of English Vietnamese 37 Mood structure - Verbal mood: including - Sentence mood: one Subject and Finite part is all - Has inflectional verbs sentence mood and - Has primary tense the other is the the Residue - Verbs are not inflected - Has no primary tense Identification of - By adding a tag to the clause subject - Basing on characteristics of subject: + Subject can not be omitted + Subject combines with predicate to make structure that has a the possibility of “reasoning” Position of subject in * Declaratives: some sentences kinds * Declaratives: of - Subjects are positioned at the beginning of the Subjects are at the sentence, beginning of the sentences, precedes Finites precede Verbs - There is a Subject- Verb - There is not Subject- Verb agreement in person and number agreement * Interrogatives * Interrogatives: - Are formed by the relation between Subject and Finite Formed by adding adjuncts such as “à, ư, nhỉ, hả, có phải…khơng,” or by interrogative pronouns such as “bao nhiêu”, “ai”, “cái gì”, etc 38 - Interrogative pronouns are - The word order: two sub- types not always at the beginning of interrogatives : Yes/No of the sentences They may interrogative, Wh- interrogative appear at the beginning or + Wh- interrogatives: at the end of the sentences - Wh- elements are always at the The beginning of the sentences position of these elements is placed at the - There may exist two positions: position which its noun (i) the Finite comes after the appears in the declaratives Subject if the Wh- elements - Position of subject does function as subject of the not change ( Subject stands sentence such as: Who, what, after Predicator) which (ii) the Finite precedes the Subject if the Wh- elements not function as the Subject * Imperatives: * Imperatives: - Comprise only Predicator, - in the marked imperative, without Subject in structure comprise only the predicator and of marked imperative(no without Subject (no mood mood element) element) - In the marked imperatives: - In the marked imperatives: + Positive: imperative mood + Positive: Comprise Subject and markers + Subject Finite + + Negative: “don‟t” + Negative: Comprise finite precedes Subject function Subject words (Subject such as “chớ”, “đừng”, precedes Finite “Don‟t”) *Exclamatives: Similar to * Exclamatives: Similar to the declaratives with only interrogatives in structure in difference is the addition of which comprise Wh- elements exclamative markers at the 39 such as “what”, or “how” and a end of the sentence relation between the Finite and the Subject (Subject comes after the Finite) 3.5 Summary: In this chapter, we have attempted to summarize the common features as well as the differences between the grammatical subject in English and in Vietnamese The comparison has referred to grammatical subject in different kinds of clauses in the mood structure (Declarative clauses, Interrogative clauses, Imperative clauses and Exclamative clauses) We have pointed out the similarities and differences that seem to be useful to the learners of English In the next chapter, we shall summarize all the main points of the paper, offer some suggestions for English learning and teaching PART C.CONCLUSION Conclusion As the title of the thesis indicates, a picture of the grammatical subject in English and Vietnamese viewed from perspective of the systemic- functional grammar has been studied and examined in term of mood structure, identification and position in some kinds of sentences These are the main basis for further analysis and discussion of the similarities and differences between grammatical subject in English and Vietnamese It should be noticed that these two language systems are described to share so little common In term of mood structure, Vietnamese does not have verbal mood, as in English There only exists sentence mood in Vietnamese language So, English verbs are subject to grammatical inflection whereas Vietnamese verbs are not There is a Subject- Verb 40 agreement in English Otherwise, Vietnamese language gives the central importance to the use of function words which include the mood markers and modal particles as well In term of position of subject in some kinds of sentences: declarative, interrogative, imperative and exclamative, English and Vietnamese share some similarities and differences In declaratives, position of subject in two languages shares some common Subjects always precede the finite and are placed initially In interrogatives, the difference between the two languages is manifested in the position of Wh- elements and in the relation between the Subject and the Finite In English, Wh- elements are always placed initially The Finite stands after the Subject in case the Wh- elements function as subject, the Finite precedes the Subject in case the Wh- elements not function as Subject In Vietnamese, on the other hand, Wh- elements are not always placed initially; the subject always precedes the Finite There is no change in the word order of the Subject and Predicator Imperatives in both languages comprises of only Predicator and without Subject However, the English imperatives may be marked or unmarked for person and polarity but the marked or unmarked imperatives of the Vietnamese imperatives are decided on the presence or absence of the function words “hãy”, “đừng”, “chớ”, “đi”, etc In exclamatives, the difference between the two languages is the word order In English, exclamatives are similar to the interrogatives with only one difference is that in exclamatives, some exclamative markers such as “làm sao”, biết bao”, etc are added but this does not happen in declaratives Implications As for the teaching and learning of foreign language, the result of this paper might be useful to construct English teaching methodology Textbook designers can exploit the findings of the similarity and difference in term of syntactic characters, functions, position and identification of grammatical subject in English and in Vietnamese These can be summed up and generalized into rules to help learners use appropriately the language For teachers Based on the difference and similarities between the grammatical subjects in the two languages, teachers of English can analyze the mistakes that the learners easily make in specific situations because of the negative transference of the mother tongue The similarity in the position of grammatical subject in the two languages also helps the 41 learners of English use the language easily If they are familiar with the position of subject in Vietnamese declaratives, they can also make it easier when giving similar sentences in English The research, which analyses and compares grammatical subject in English and Vietnamese, helps clarify the easiness and difficulties for the Vietnamese teachers of English It is important for teachers to be aware of the differences in mood structure, position and identification of subject in these two languages, so that they can help learners more effectively Teachers should provide students with explicit explanation on difference in mood structure, position and identification of subject in English They sometimes make a contrast between the Subjects in their native language in comparison with the target language This study can also help teachers give useful lessons requiring students to give the correct forms of the verbs based on the understanding of mood structure in the two languages Teachers can also give some exercises on identifying subject and finite or mood structure The teacher should instruct students to identify subject and finite of sentences which may help them use the language more precisely For learners The result of the contrastive analysis is not only useful to the teachers of English but also to learners Learners often make mistakes in making English sentences with the wrong word order or no Subject- Verb agreement due to the negative effect of the learners‟ mother tongue on leaning target language Therefore, learners can learn more about the differences in these two languages so that they can prevent themselves from making mistakes Besides, based on the differences in mood structure of subject in the two languages, students can have some exercises on verb form by giving the correct form of the verb This can give them full understanding of language Based on the understanding of mood structure, students can identify subject, finite and other elements of the sentence, especially in complex sentences The study, which analyses and compares grammatical subject in English and Vietnamese, provide learners of both languages with helpful tool in producing correct and effective sentences The following are some of the useful exercises that can help learners master the mood structure of sentences These are also some suggestions for teachers to design exercises for their students 42 REFERENCES Vietnamese Diệp Quang Ban (1991), Câu đơn tiếng Việt, NXBGD, Hà Nội Diệp Quang Ban (2004), Ngữ pháp Việt Nam phần câu, NXBĐHSP, Hà Nội Đỗ Hữu Châu & Bùi Minh Tốn(2001), Đại cương ngơn ngữ học- tập 1, NXBGD, Hà Nội Cao Xuân Hạo (1991), Tiếng Việt: Sơ thảo ngữ pháp chức năng, NXBGD, Hà Nội Hoàng Trọng Phiến (1980), Ngữ pháp tiếng Việt:Câu, Hà Nội Ngơ Đình Phương (2008), Hợp phần nghĩa liên nhân câu ngữ pháp chức hệ thống, NXBĐHQGHN, Hà Nội Hoàng Văn Vân (2001), Dẫn luận ngữ pháp chức năng, NXBĐHQGHN, Hà Nội (Bản dịch) Hoàng Văn Vân (2002), Ngữ pháp kinh nghiệm cú tiếng Việt mô tả theo quan điểm ngữ pháp chức hệ thống, NXBKHXH, Hà Nội Nguyễn Văn Thuyết & N.V Hiệp (1998), Thành phần câu tiếng Việt, NXBĐHQGHN, Hà Nội Nguyễn Kim Thản (1964), Nghiên cứu ngữ pháp chức tiếng Việt- tập 1, NXBKHXH, Hà Nội English Bloors, T& Bloors, M (1995), The Functional Analysis of English, London, Arnold Butt, D et al (2000), Using Functional Grammar- An explorer’s guide (second edition), Sydney: Macquarie University Press Dik, S.C (1997), The theory of functional grammar- Part 1: The structure of the clause, Mouton de Gruyter, Berlin, New York Eggins, S (1994) An introduction to Systemic- Functional Linguistics, London: Continuum, Wellington House Graham, L (1996), Functional English Grammar: An introduction for second language teachers, Cambridge University Press 43 Halliday, M.A.K (1985/1994), Introduction to Functional Grammar, London: Edward Arnold Huddleston, R (1976), An introduction to English Transformational Syntax, London, Longman Huddleston, R (1984), Introduction to the grammar of English, Cambridge University Press Martin, J.R et al (1997) Working with functional grammar, Arnold, London Morly, G.D (2000), Syntax in Functional Grammar, Continuum Wellington House, London Quirk, R et al (1980), A Grammar of contemporary English, Longman, London Thomson, G (1996) Introducing functional grammar, London, Arnold 44 APPENDIX Exercise 1: Identify the Subject and Finite in the following sentences Where there is an embedded clause, ignore the Subject and Finite, simply analyze the main clause Kate didn‟t like this at all In that case, the universe should contain a number of regions that are smooth and uniform Tears streamed down his face In silence they went through the rooms on the top floor So the four we don‟t count That might have been a different matter The other few items in the printing history of this work are easily summarized In the footnotes, the title of works which we have had to cite fairly frequently have been abbreviated to the author‟s surname It is a matter of common experience that one can describe the position of a point in space by three numbers, or coordinates 10 It isn‟t the money I‟m worried about (Geoff Thomson: 73) Exercise 2: Identify Mood and Residue in the following clauses, and label the elements in each: Subject, Predicator, Complement, Adjunct He picked up ideas about form from his teachers He had already been over the house Where have all the flowers gone? Of course Tim could not really banish care The relatively well- educated and liberate soldiers of these countries most willingly accepted their own death In her walking hours she would never let us out of her sight The union involved certainly has to face criticism for his lack of activity on health and safety over many years 45 Put simply, you will probably find it difficult to find a job as a student Meanwhile, Bruce Grobbelaar‟s days at Liverpool could over this week 10 Right now, however, you might have to juggle your finances around (Geoff Thomson: 73) Exercise 3: Analyze the following examples, labeling them for Subject, Finite, Predicator, Complement and Adjunct They cannot choose The nature of the city around us changed This required positive effort We had friends in the suburbs The other side is a dark pool They were the tumultuous postwar years The locations filled beyond capacity The Ninomaru Palace itself is a national treasure Industrialization brought a flood of people to the city 10 Telephones are reserved for trivialities (Thomas Bloors and Meriel Bloors : 60) ANWERS TO EXERCISES Exercise 1: Kate// didn‟t the universe// should Tears//past they// past the four we have// don‟t That// might The other few items in the printing history of this work//are the titles of works which we have had to cite fairly frequently// have It= that one can describe the position of a point in space by three numbers, or coordinates//is 46 10 It= I‟m worried about// isn‟t Exercise 2: He (past) S picked up F P Mood ideas about from form teachers C A his Residue He Had Already Been Over the house S F A P A Mood Residue Where have all the flowers gone? A F S P Mood Residue Of course Tim could not really banish care A S F A P C Mood Residue The relatively most willingly (past) accepted their own death 47 well- educated and literate soldiers of these countries S A F P Mood C Residue In her she would never let us out of her walking sight hours A S F A P C A Mood Residue The certainly has to face criticism for its lack of activity on union health and safety over many years S A F Mood P C A Residue Put you will probably find it difficult simply to find a job as a student A S F A Mood P C1 C2 C1 Residue Meanwhile B G‟s day at could be over this week 48 Liverpool A S F P Mood C A Residue 10 Right now however A you A might S have F to your juggle finances P C around A Mood Residue Exercise 3: They cannot choose S F P The nature of the city around us changed S F/P This required positive effort S F/P C We had friends in the suburbs S F C A 49 The other side is a dark pool S F C were the They tumultuous postwar years S F C The locations filled beyond capacity S F/P A The Ninomaru Palace itself is a national treasure S F C Industrialization brought a flood of people to the city S F/P C A Telephones are reserved for trivialities S F P A 10 ... such as traditional grammar, structural grammar, and transformational- generative grammar, each of which defines its own objectives Of the grammatical approaches, traditional grammar sees grammar. .. the study, functional grammar, the notion of grammatical subject in two aspects of grammar, kinds of subjects and three lines of meaning in the clause Chapter 2: investigates the grammatical subject. .. comparison between Subject in English and that in Vietnamese Chapter A contrastive analysis on the grammatical subject in English and Vietnamese on the view of Systemic- Functional Grammar 3.1 Introduction