Academic literature on the topic 'English interrogative mood'

This study aims at analyzing mood structure type of the clause on recount and procedure text in English textbooks of SMA where it was analyzed based on the mood structure types of the clause. It was designed as a descriptive qualitative study and discourse analysis. Data were collected through documentation method. The technique in collecting the data is by determining the source to be investigated, determining the supporting resources, and seeking the recount and procedure text on the English textbook. The Data were analyzed using Mood structure analysis suggested by M.A.K Haliday. In analyzing the data, the activities did by deep reading, identifying, classifying, analyzing, and calculating the percentages. Based on the results of the data analysis, the findings of this research can be stated as follows: (1) There are some types of mood structure in the English textbooks of SMA at the tenth grade students which published by Pusat Perbukuan Departemen Pendidikan Nasional especially on recount text, they are indicative: declarative mood (99,41%), indicative: interrogative mood (0,59%), and imperative mood (0%). (2) The results of mood structure type on procedure text are indicative: declarative mood (25,62%), indicative: interrogative mood (0%), and imperative mood (74,38%). (3) The results in the textbook which published by Yudhistira especially on recount text are indicative: declarative mood (98,94%), indicative: interrogative mood (1,06%), and imperative mood (0%), and also on procedure text are indicative: declarative mood (25%), indicative: interrogative mood (0%), and imperative mood (75%).

Abstract This paper describes a corpus-based analysis of subject-auxiliary inversion in both spoken and written English. The focus of the analysis is Chen’s (2013) X Auxiliary Subject construction (XASC), where X codes the fronting of a constituent which triggers the inversion of the auxiliary and the subject, as in “Never has trade union loyalty faced a more baffling test” or “What did he do?” On the basis of a statistical analysis using corpora of written and spoken English, it is argued that the distribution of XAS inversion, in the interrogative mood, is related to the degree of an addressor’s involvement in a text. It will be shown that, in the interrogative mood, the more involvement in a text, the more XAS inversions are to be expected. It is also argued that XAS inversions in interrogative clauses can be seen to serve as discourse markers through which an addressor’s involvement is coded in written and spoken English discourse. The analysis will also show that XAS inversions in the declarative mood also serve an interpersonal function, this, however, being inherently tied to the clause-linking function performed by the construction. Furthermore, the data will show that the distribution of XAS inversions in declarative clauses is related to the degree of informational content of the texts in which these inversions occur.

This paper describes the lexicogrammatical realizations of interpersonal meaning in English as a Foreign Language (EFL) classrooms in Indonesian university context. The realizational grammatical patterns are presented using MOOD system in systemic functional linguistics (SFL). The data of this study were three EFL classrooms taken from three English departments in Indonesian universities in Semarang City. Data analyses were done by transcribing the lectures and then divided them into clauses from which the lexicogrammatical realizations of pedagogic MOOD were identified and classified based on MOOD System as suggested by Halliday & Matthiessen in SFL perspectives. The results of the study show that interpersonally, the clauses used in the EFL classrooms are predominated by declarative clause, interrogative clause, and imperative clause. The predominance of declarative clause is influenced by the teacher-centered teaching method used in the classrooms. This method poses lecturer as an expert and students as novice. In this situation, lecturer dominates in giving information about the learning materials. Besides, interrogative clause is also used by lecturer to know the students’ understanding of the learning materials. Finally, imperative clause is also used to ask students to do something relating to the understanding of the learning materials.

Abstract: It is no gainsaying that English is not only renowned in world affairs; its hegemony over other languages seems incontestable, and perhaps, unchecked. The domineering behavior has persuaded an L2 speaker to seek the knowledge of the language at all costs. It is fascinating to propose that the Halliday’s mood system could play a vibrant role in the understanding of the structures of English. This basis inspired the study to elucidate the arms of the mood system as consisting of grammatical structures of declarative, imperative, and interrogative; semiotic domains of Mood and Residue; and interpersonal grammatical transposition of MOOD. For a practical purpose, the study examined ten texts of advertisements processed through the mood system. The analysis revealed the verbal group as containing the finite and the predicator. Moreover, in a situation of fusion, both Finite and Predicator shared the verbal functional entity in terms of tense and natural ‘process’ statuses. Furthermore, Subject, Finite, Predicator, Complement, and Adjunct (SFPCA) are the components of the declarative, Predicator, Complement, and Adjunct (PCA) represent the jussive imperative; and SPCAs are units of the suggestive imperative. The study suggested that the appreciation of mood systemic sequences could quicken an L2 speaker to a better-cum-fuller understanding of English grammatical system.Keywords: English grammar; language acquisition; language learning; literacy; mood system.Resumo: Não é novidade que o inglês é reconhecido mundialmente; sua hegemonia parece incontestável e talvez, sem julgamento. A dominância dessa língua persuade seus falantes como L2 a buscarem conhecimento sobre ela de todas as formas. É fascinante propor que o sistema de modo de Halliday poderia ter um papel importante na compreensão das estruturas do inglês. Essa ideia inspirou esse estudo a elucidar o papel do sistema de modo, o qual consiste de estruturas gramaticais declarativas, imperativas e interrogativas; que pertencem ao domínio semiótico de Modo e Resíduo e à transposição gramatical interpessoal de MODO. Para o estudo dez testos de propagandas foram processados através do sistema de modo. A análise revelou que o grupo verbal contém formas Finitas e Predicadores. Ademais, numa situação de fusão, ambos o sistema Finito e Predicador dividiam a função verbal de entidade funcional em termos de tempo e processos naturais. Além disso, Sujeito, Finito, Predicador, Complemento e Adjunto (SFPCA) são componentes de declarativas; Predicador, Complemento e Adjunto (PCA) representam o imperativo jussivo; e SPCAs são unidades do imperativo sugestivo. O estudo sugere que a observação de sequências sistêmicas de modo poderiam agilizar o conhecimento de um aprendiz de inglês L2 do sistema gramatical da língua.Palavras-chave: gramática do inglês; aquisição de língua; aprendizagem de língua; letramento; sistema de modo.

As a reminiscent prose, The Sight of Father’s Back was written by the modern writer, Zhu Ziqing, in 1925. A wave of warm current floods a large body of readers since this essay describes, in earnest, love of father. This research performs a contrastive analysis of interpersonal function between the Chinese and English versions of The Sight of Father’s Back in terms of mood, modality, and evaluation meanings. We find that mood and evaluation meanings display parallel distribution. Declarative and exclamatory moods occur most frequently in both the Chinese and English versions, whereas interrogative mood is at a premium. Besides, various evaluative adjectives and adverbs are used in both versions. However, modality shows remarkable discrepancies. The English version tends to adopt modal verbs with median-and-low value, while most median-and-high value modal verbs are presented in the Chinese version. In our view, the exercise of median-and-high value modal verbs reflects the thoughts more directly. While the selection of median-and-low value modal verbs might be concerned with the need for politeness. Besides, diverse choices of modal verbs are incident to various modal meanings along with research purposes.

This research was aimed at describing and explaining the interpersonal meaning, types of mood system, and modality found in the thesis abstracts. The method used was descriptive qualitative and specifically designed as discourse analysis. The data were taken from two abstracts, written by undergraduate students, majoring in English Language Education atdifferent colleges in Ponorogo, East Java. They were non-native of English. Units of analysis were clauses, words, and phrases. The data were analyzed by using interpersonal meaning theory, proposed by Halliday. The result of this research reveals that firstly, the interpersonal meaning of the abstracts is realized through wordings of the clauses based on the mood system (subject and finite), while the residue is realized through the element of predicator, complement, and adjunct. Secondly, the mood types found are mostly declarative, and only a few of them are interrogative. The declarative form is characterized by order of subject followed by finite, while the interrogative form is characterized by the use of question word, instead of the order of finite and subject. Thirdly, in terms of modality, the abstracts dominantly display the use of low degree modality (can, could, may) which signals the writer’s intention to weaken the authority toward the readers.

Abstract The aim of this paper is to explore reasoning in SFL lexicogrammatical descriptions by focusing on interpersonal clause types organised in the system of mood. To begin, system-structure relations embodied by the theoretical dimension of axis are introduced in relation to the description of imperative, declarative and interrogative clauses in English. The paper then moves to a three-fold perspective on mood distinctions, captured in SFL by the ‘trinocular principle’: interpersonal clause types are first looked at in terms of their contribution to the dialogic negotiation ‘from above’; they are then approached in terms of the paradigmatic environment they define ‘from around’ in close relation to the structural patterns motivating paradigmatic choices ‘from below’. English mood is reconsidered along these lines, and then a different language is used as an illustrative example for the reasoning explored: Spanish. Finally, the paper addresses the implications of the exploration proposed for the description of interpersonal lexicogrammar in Spanish and, more generally, for SFL descriptive work across languages.

The language structures of standard English may change for some local area. Such as, Malaysia, Singapore and it involves Indonesia. We have to dig deeper understanding of the language used, especially for the ungrammatical utterance both spoken or written. It has also been tried by teachers while they are guided the students in class by varying and modifying the learning technique or method used. In fact, the grammatical processes and illocutionary acts are still found during speaking activity. This study aims to analyse the clause used in EFL class in which mood and speaker’s intent do not match while speaking and identify the exact meaning of it. The findings show the declarative, interrogative, or imperative clause of mood has other Illocutionary acts used during speaking that was for directive, providing a threat, exclaiming, giving command, advice and conveying a negative statement. This result is supported by the generalization of mood of clause to the speaker’s act that relate to the local language structure and its meaning which has differences with standard English.Keywords:Functional grammar, Interpersonal exchanges, Communicative acts

This study describes how interpersonal and ideational metaphors were realised in th writing of theses texts written by undergraduate students of English study program. This study is a documentary analysis of descriptive method. Data in the form of corpus data were randomly taken from 15 theses among 70 theses in population. Data were analyzed by focusing on the semantic functions covering interpersonal and ideational metaphors. The results showed that interpersonal metaphor was realised in mood system and modality. Mood system was realised mostly in declarative clauses than interrogative and imperative ones. This fact was caused by the channel of text, written text. Modality was least used in the texts. Ideational metaphor was sin transitivity system in which material process was mostly applied than mental, behaviour, existential, relational and verbal processes. Nominalisation was selected as the mostly used property of linguistic feature in writing theses. Ideational metaphor was more used than interpersonal metaphor. This fact happens due to the text channel, written text. Therefore, it is suggested that lecturers in their teaching should consider their teaching by including metaphorical meaning, especially ideational and interpersonal metaphors. Besides, it is suggested to conduct research by comparing languages, national or international languages such as between Indonesian and English or else.

Teaching Reading is a way to develop students’ awareness and to facilitate students to learn the reading skill in order to develop students engaged with the text they read in a meaningful way. In teaching Reading, the lecturer used several types of mood to make the students understand the materials. This study is aimed at describing the types of mood used by the lecturer in teaching two Reading classes in a private university in Semarang, Central Java, Indonesia. This study used qualitative research design since it describes certain phenomenon that is types of mood used by the lecturer in teaching Reading. The setting of this research is in English Department, Universitas Dian Nuswantoro Semarang, Central Java, Indonesia. The data are in the forms of utterances used by the lecturer in teaching Reading. Data collection was done by observing and taking notes on the teaching and learning process of Reading, video recording the teaching and learning process of Reading, viewing the data to show the completeness of the data, and transcribing the recorded data into the written forms. The were analyzed using qualitative data analysis offered by Creswell (2009), those are organizing and preparing data, coding and segmenting the written data into clauses, identifying the type of mood, classifying the type of mood, and interpreting the data. The result showed that the type of mood mostly used by the lecturer in teaching Reading is declarative because the lecturer gives much information to the students to make the students understand the materials. Other types of mood used are interrogative and imperative ones.

The purpose of this study is to present a contrastive analysis of the different types of interrogative sentences in English and Vietnamese including their structures and meanings. It is also hoped that the result of this study will be of some use to English teachers in Vietnam in their classroom teaching and in their preparation of teaching materials. It may also be useful to Vietnamese students who are learning English, especially when learning the English interrogative mood. Hitherto, there have been different models of description of language, but the systemic model is considered to be one of the most comprehensive, since it is able to bring out the functional uses of language and can be used to describe any language. For this reason, the systemic model is adopted in this paper to describe the two systems of the English and Vietnamese interrogative mood. The varieties of the two languages, English and Vietnamese, from which examples are taken for analysis in this paper, are Southern British Standard and Standard Vietnamese ranging from colloquial to literary. Throughout each chapter, the examples are numbered in consecutive order. Examples in Vietnamese are presented with a slash mark ( / ) placed between lexical items to facilitate the matching of Vietnamese with the literal English translation which follows. The literal translation is followed by a freer English translation enclosed in quotation marks. The study consists of five chapters. In the first chapter, the author begins by summarizing different views on the nature of language and their applications in language teaching and learning, and then presents a short introduction to systemic linguistics and a brief sketch of systemic grammar. The second chapter is about the English interrogative mood. This description of the English interrogative mood is largely based on the ideas on Mood presented by D. J. Young, lecturer in English in the University of Wales Institute of Science and Technology in Britain. In the third chapter, an attempt is made to provide a detailed description of the different types of interrogative sentences in Vietnamese. Chapter four moves to a contrastive analysis which consists of a textual and then a systemic comparison and contrast of the two interrogative mood systems in English and Vietnamese. A recapitulation of what has been done in the previous chapters and some suggestions for the preparation of teaching material and the teaching of English interrogative sentences to Vietnamese students are presented in chapter five, which is the last chapter of the study.

This book gives a compositional, truth‐conditional, crosslinguistic semantics for evidentials set in a theory of the semantics for sentential mood. Central to this semantics is a proposal about a distinction between what propositional content is at‐issue, roughly primary or proffered, and what content is not‐at‐issue. Evidentials contribute not‐at‐issue content, more specifically what I will call a not‐at‐issue restriction. In addition, evidentials can affect the level of commitment a sentence makes to the main proposition, contributed by sentential mood. Building on recent work in the formal semantics of evidentials and related phenomena, the proposed semantics does not appeal to separate dimensions of illocutionary meaning. Instead, I argue that all sentences make three contributions: at‐issue content, not‐at‐issue content, and an illocutionary relation. At‐issue content is presented, made available for subsequent anaphora, but is not directly added to the common ground. Not‐at‐issue content directly updates the common ground. The illocutionary relation uses the at‐issue content to impose structure on the common ground, which, depending on the clause type (e.g., declarative, interrogative), can trigger further updates. Empirical support for this proposal comes from Cheyenne (Algonquian, primary data from the author’s fieldwork), English, and a wide variety of languages that have been discussed in the literature on evidentials.