Name: Robert William McCaul Candidate Number: XXX Centre: CLIC International House, Seville Centre Number: ES068

LSA 1 Systems Assignment

Helping learners to hypothesise about past events using the third conditional

Contents Page Number

1. Introduction 2

1.1. Why focus on hypothesising about the past? 2

1.2 Scope 2

2. Analysis of Features 2

2.1 Meaning 3

2.2 Form 3

2.3 Pronunciation 5

2.3.1 Weak forms 5

2.3.2 Sentence stress and rhythm 5

3. Problems and Solutions 6

3.1 Meaning 6

3.1.1 Problem: confusing negative and positive

meanings

6

3.1.1 Solution 6

3.1.2 Problem: confusing the third and the second

conditionals

6

3.1.2 Solution 6

3.1.3 Problem: Avoidance 7

3.1.3 Solution 7

3.2 Form 7

3.2.1 Problem: erroneous forms 7

3.2.1 Solution 8

3.3 Pronunciation 9

3.3.1 Problem: Weak forms and sentence stress 9

3.3.1 Solution 9

4. Conclusion 10

Bibliography 11

Appendices 12

Word count: 2, 317Introduction

1.1. Why focus on hypothesising about the past?

There are dozens of ways of hypothesising about the past e.g. I wish + past perfect, If only +

past perfect, I regret + gerund and the third conditional. I found that very often learners tend

to use past simple instead of the past perfect to refer to hypothetical past events. What is

more, they tend to over-generalise the second conditional to unreal past situations. This

misuse is more to do with form rather than meaning, as the concept expressed by the third

conditional exists in most languages (although very likely expressed by a different

construction). My teaching practice agrees with what Parrott states (2010), that learners find

it difficult to remember the long form of the third conditional.

While I agree with Krashen (1983), up to a point, that certain grammar rules can be acquired

through exposure to large amounts of comprehensible input, I disagree with his view that

learning cannot result in acquisition, (Although he has, more recently, backed away from this

position). Furthermore, I agree with Michael Swan (2010 OUPTEFL Conference) who states

that the Learning-Acquisition Hypothesis has done “enormous damage” as it has led people

“to devalue formal instruction”. It seems to me as a Language Learner that some forms

require attention and practice before being acquired. This is in line with Thornbury (2004),

who maintains that the 3rd Conditional “is not a structure that is usually picked up by

exposure” and is probably “best learned through conscious study and application of rules”.

I also wholly agree with Thornbury (1999) who states that “because of its (the 3rd

Conditional’s) syntactic complexity and because it expresses a concept which is fairly

opaque” it tends to get taught at a “relatively advanced stage”. Consequently, I am going to

put into practice with Upper-Intermediates.

Taking the above into account, I think that the 3rd Conditional is teachable and while I am not

expecting learners, who might not be familiar with its use, to acquire the grammar straight

away, I agree with Schmidt (1990), that treatment of it in class will help them to notice it in

their future reading and listening and acquire it when they are ready.

1.2 Scope

I decided to limit the scope to the third conditional only, as its more complicated form needs

more time to be acquired, and as its use is broader. (I wish/If only/I regret are more

specifically regrets). The context will be hypothesising about consequences of past events.

Analysis

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2.1 Meaning

Most broadly, “we use the third conditional to speculate about past events” (Parrott 2010:

235).

Thornbury, in Natural Grammar, describes it as a structure we use “to talk about an

imaginary past situation and its results” (2004:60):

It would’ve been more fun if it hadn’t rained.

Compared with other more specific definitions, I find the above one the most useful, as it is

clearer, more concise and conceptually broader than other definitions which I discuss below.

According to Swan, the third conditional is used “to talk about past situations that did not

happen” (2004: 248):

If you had asked me, I would have told you.

This explanation would also be useful for learners, as a supplement to Parrott’s, however, I

believe that the negative definition is conceptually less easily digested :

If he hadn’t stolen the car, he wouldn’t have gone to jail. (he did steal a car and he

did go to jail).

Aitken lists 4 different uses of the third conditional: “tracing cause and effect”, “expressing

fate and chance”, “justifying or explaining past actions” and “blaming” (1992: 114). I think

this list is too specific and consequently neither student nor teacher friendly:

If you had told me, I wouldn’t have made that mistake

2.2 Form:

The third conditional consists of two clauses: the if clause and the result clause (Penston

2005: 93), or a conditional clause (Parrott 2010: 231). In the if clause we use past perfect and

in the result/conditional clause would have + past participle.

Corpora prove that native speakers tend to use just one of the clauses more often rather

than both of them together. This probably stems from a lack of context gap in everyday

conversations, among other factors. Here are some examples of the conditional clause being

used where the context has evidently already been established (From the British National

Corpus, on 20th December 2011)

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Nevertheless, I believe that students should first be exposed to the full form before they can

delve into everyday speech which often tends to break or stretch grammar rules practised in

class.

The order of the clauses can change without any change in meaning (Swan 2004:248):

If you had worked harder, you would have passed your exams.

However, the protasis must always follow the word "if" (Swan 2004:248)

I’d have been in bad trouble if Jane hadn’t helped me.

exhibit subject-verb inversion (Swan 2004: 250)

Had I realised what you had intended…

If the if clause comes first, we generally separate the two clauses with a coma (Parrott 2010).

Instead of would we can use could to express ability:

If it hadn’t rained, we could have gone for a walk

and might and could to express a lower degree of possibility than that expressed by would

(Murphy 1994):

If it hadn’t rained, we might have gone for a walk (maybe we would have, but I am

not sure).

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ADG 1569 I joined her, a bit reluctantly — I would have felt awful not joining in, because I needed it more than she did!

B0P 1149 Ideally, I would have liked to have baited on a little and often basis, say a couple of dozen lobworms and one mashed loaf every day.

B0P 1496 If the distance between bait and bullet was, say, 12 inches, then I would have 12 inches of line that would be out of my control.

B1X 701 I would have welcomed even a reproachful speech from the coroner but all I got from him was an expression of sympathy.

C8T 2190 I would have liked brothers and sisters but I don't remember that I was ever lonely.

CKF 2322 I would have to talk to Neil first.

2.3 Pronunciation

2.3.1 Weak forms

The subject (e.g. I) and both would and had are contracted to I’d /aɪd/ which due to

smoothing (Underhill 1994) in quick speech is pronounced as /a:d/.

Have in would/could/might have is almost never (unless for emphasis) pronounced as /hæv/

and most often due to vowel reduction and h dropping is phonemically realised as /əv/, or

even /v/ (Gimson 1994): /wədəv/, /kədəv/ and /maɪtəv/ (Underhill 1994).

If in quick speech will likely be reduced to /f/:

If I’d /fa:d/ (Parrott 2010).

These processes take place as English is an isochronous language – equal time passes

between each two stressed syllables (Gimson 2008) – and unstressed syllables are often

reduced to a “schwa” to “achieve regular stress intervals” (Kelly 2001: 70).

2.3.2 Sentence stress

if clause conditional clause

o o O o o o O o o O

If I’d studied I’d have passed the exam

According to Gimson (2008) syllables which contain full vowels (O) take longer to pronounce than the reduced ones (o) and fall within equal intervals of time.Even though some empirical studies disprove the concept of English as an isochronous language (see Roach 1983, for example), and some authors, such as Gimson (2008) have proposed alternative theories and definitions, I still find that showing students that stress occurs rhythmically and in equal time intervals is very helpful and beneficial for their pronunciation.

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Issues and Solutions

3.1 Meaning

3.1.1 Problem: confusing negative and positive meanings

I agree with Aitken (1992) that students might “confuse negative and positive meanings”, i.e.

If I hadn’t written my PDA on time, I would have passed DELTA.

As she points out, this results from wanting to express a negative idea (I didn’t write the

PDA).

3.1.1 Solution

To solve this problem I use the first exercise from the guided discovery (appendix 1).

Students in pairs have to answer a set of CCQs for three sentences, taken from a dictogloss

done at the preceding stage, which clarify that to express a negative idea (i.e. not been able

to get a Sevici bike) we use the affirmative (i.e. If I had been able to get a Sevici bike) and vice

versa. This is in concordance with what Scrivener suggests, that “people learn more by doing

things themselves rather than by being told about them” (1994).

3.1.2 Problem: confusing the third and the second conditionals

In some languages, i.e. Polish, both in second and third conditionals we use past simple in

the if clause. This can lead to an indiscriminate use of the second conditional for

hypothetical past, present and future events. Hence, learners need to be made aware that in

English there is a distinct construction for speculating about past events.

3.1.2 Solution

To solve this problem I use a board game (appendix 2) from New Headway Intermediate

Resource Pack (Soars 2009: 53):

put these two sentences on the board: If I was rich, … versus If I had been rich

when I was young, …

concept check: Does it refer to the present/past/future? Ask students to

complete with their own ideas, feedback and check the correct form

tell the students they are going to play a board game

they will have to complete the sentence in the boxes using the correct form

(either second or the third conditional), other students decide if it is correct, if

the student is unable to complete the sentence s/he has to go back

if a student lands on ‘What would you do?’ field they have to say what they

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would have done in that situation

More advanced students can be asked to complete the sentence and talk about the topic for

at least 30 seconds. The activity contrasts the form and use of the second and the third

conditionals as well as gives students practice in hypothesising about the past, present and

future.

3.1.3 Problem: Avoidance

Although Ellis (1984) argues after Tarone (1977) that avoidance is used mostly by lower

levels, my teaching practice has shown that it is present at higher levels too. It might stem

from the fear of making mistakes or from not seeing the relevance of a particular language

point. However, it is important to make students aware that their language range is assessed

as much as their accuracy is, in exam contexts.

3.1.3 Solution

To solve the avoidance problem and help the students “notice the gap” (Thornbury 2001:

40) I will use a dictogloss (appendix 3). Batstone argues that such activities “furnish rich

opportunities for learners to notice grammar in context” (1994: 100), which he calls “the

gateway to subsequent learning” (1994: 100). I use the following procedure:

listen to the text, pens down

after the first listening 30 seconds to write down the key words

compare with your partner and listen again to expand your notes

work in pairs to reconstruct the text, compare with other pairs and with the original

notice the differences, especially the ones concerning the target language

This activity is followed by a guided discovery as shown in appendix 1 and described in 3.1.1

Solution. Depending on the listening skills of the class, the text can be read more or fewer

times. Students can be allowed to note key words while they are listening.

3.2 Form

3.2.1 Problem: erroneous forms

When teaching the third conditional to upper intermediate students I have found that they

frequently substitute past perfect in the if clause with would, would have and/or past

simple:

*If I would study/ would have studied/studied more I would have passed DELTA.

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Using would in if clauses is especially common among Spanish speakers due to negative L1

transfer. According to Shackle, speakers of South Asian Languages might also use would in

the if clause (Swan, M and Smith, B 2001). This may also stem from the contracted forms of

had and would being the same – ’d – (Aitken 1992). Moreover, pressure and stress reduce

students’ accuracy (Batstone 1994) and which Krashen reffered to as the affective filter

(1983)

Although in some dialects of English using would or the form had have + 3rd form in the if

clause is an acceptable form, I agree with Parrott (2010: 236) that “it would be inappropriate

for learners to learn this” as it could only confuse them.

Finally, students might omit have after would:

*If I’d caught the bus I wouldn’t come late.

3.2.1 Solution

To practise the correct form I use Jenny’s life activity (appendix 4) from New Headway

Intermediate Resource Pack (Soars 2009: 52):

explain that Jenny is hypothesising about different events from her past

hand out the worksheet folded up so that only the top half is visible

tell the students they have to match the beginnings of the sentences 1-6 with

their endings a-f

feedback on the answers

tell the students they will hypothesise about their own past

remind them that could is used for ability and might for possibility

unfold the worksheet, students write sentences using the prompts

cover the worksheet, tell the sentences to your partner (this can be repeated

more than once with a weaker group to give more time for rehearsing the

language)

try and remember what your partner has told you

change pairs and tell your new partner what your previous pair has told you

class feedback: what have you learnt about your classmates?

This activity helps learners focus on form by first exposing them to correct language, then

giving them opportunity to write their own sentences and finally to practise saying them. As

Batstone (1994) points out, it is very difficult for learners to attend both to form and

meaning of the language simultaneously. Consequently, this activity gives students time to

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rehearse and focus on the form, which enhances learning (Thornbury 1999).

Moreover, personalising activities is important for raising learners’ focus and interest.

Finally, I agree with Batstone (1994), Ellis (1984) and Richards & Rogers (1986) that it is

important to teach grammar for communication, that is, give learners a task and a reason to

use the target language naturally.

3.3 Pronunciation

3.3.1 Problem: Weak forms and sentence stress

I would have / aɪ wʊd hæv/ in quick speech is pronounced as /ˈa:dəv/ in most British dialect

and as / ‘aɪdəv/ and the author’s own accent . This might result in problems with

understanding and mistakes in form, as students will not hear the have and/or the would.

As indicated in 2.3.1, in English, only the stressed syllables are pronounced fully, whereas the

vowels in the unstressed ones will likely be reduced to schwas. Moreover, usually only

content words are stressed in a sentence. This can be a problem for speakers of syllable

timed languages, i.e. French or Spanish (Kelly 2001).

3.3.1 Solution

To practise noticing and producing weak forms and sentence rhythm I use an activity

(appendix 5) from Face2Face Upper Intermediate Student Book (Redston and Cunnigham

2007: 25):

put: I would have on the board. Point out to students that we rarely say / aɪwʊd

hæv/ and that have is most often pronounced as /əv/, drill as a class

tell the students they will listen to 4 sentences, pause after each sentence and drill

as a class

underline the stressed words

put students in pairs and practise saying the sentences together remembering to

pronounce have as /əv/

students listen to 5 other sentences and they have to write them down. They hear

each sentence twice

feedback, underline the stressed words, practise saying the sentences in pairs

This activity exposes students to the contracted and weak forms, natural sentence stress and

makes them aware of the phonological processes occurring in quick speech. The activity

could be extended by asking students to write down 3 sentences about themselves and

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practise saying them with a partner remembering to pronounce have as /əv/.

4. Conclusion

My research (Parrott 2010) and teaching practice shows that students are likely to have

problems with accurately reproducing the form of the third conditional. Consequently, I

intend to expose them to the correct structure of the target language in a variety of manners

and practise using it in a controlled and a free way.

I agree with Thornbury (2001), Harmer (2006), Schmidt (2004) and Batstone (1994) that

noticing is a crucial part of the learning process. Consequently, I will use a dictogloss as a

means of introducing the target language and a guided discovery to focus on its form and

usage.

Since activities which are communicative and which make learners use the target language

to carry out meaningful tasks lead to acquisition (Ellis 1984, Richards & Rogers 1986), I

intend to use activities which follow these principles.

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Bibliography:

Research materials

Aitken, R. 1992. Teaching Tenses (Thomas Nelson and Sons Ltd)

Batstone, R. 1994. Grammar (OUP)

Ellis, R. 1984 Communication strategies and the evaluation of communicative

performance (ELT J 38 (1): 39-44)

Ellis, R. 1984. Classroom Second Language Development (New York Pergamon)

Gimson, A. C. 2008. Gimson’s Pronunication of English (Hodder Education)

Harmer, J. 2006. The Practice of English Language Teaching (Longman)

Kelly, G. 2000. How to Teach Pronunciation (Pearson Education Limited)

Murphy, R. 1994. English Grammar in Use (CUP)

Parrott, M. 2010. Grammar for English Language Teachers (CUP)

Penston, T. 2005. A Concise Grammar for English Language Teachers (TP

Publications)

Richards, J. and Rogers, T. 1986. Approaches and Methods in Language Teaching

(CUP)

Roach, P. 1983. English Phonetics and Phonology (CUP)

Scrivener, J. 1994. Learning Teaching (Heinemann)

Shackle, Ch. 2001 Speakers of South Asian Languages in Swan, M and Smith, B (eds.)

Learner English (CUP)

Swan, M. 2005. Practical English Usage (OUP)

Swan, M and Smith, B (eds.) 2001 Learner English (CUP)

Tarone, E. 1977. Conscious communication strategies in interlanguage: a progress report in H. Brown et al. (eds.). On TESOL ‘77. Washington, D.C.: TESOL.

Thornbury, S. 1999. How to teach Grammar (Longman)

Thornbury, S. 2001. Uncovering Grammar (Macmillan)

Underhill, A. 1994. Sound Foundations (Macmillan)

Resource materials

Oxenden, C. & Latham-Koenig, Ch. 2008. New English File Upper Intermediate

Student Book (CUP)

Redston, Ch. & Cunnigham, G. 2007 Face2Face Upper Intermediate Student Book

(CUP)

Soars, L. & J. 2009. New Headway Intermediate Resource Pack (OUP)

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AppendicesAppendix 1

1. Look at the three sentences below which were taken from the story. In pairs answer the

questions below each of them.

I might have still made it in time if I had been able to get a Sevici bike.

Did I make it in time for the class? What was the possibility of making it in time? Was I able to get a Sevici bike?

If I had walked to Clic, I would’ve arrived sooner.

Did I walk? Did I arrive sooner?

I could have stayed in bed if the reception had let me know! Was I able to stay in bed? Did the reception let me know?

2. In pairs answer these questions:

Are these sentences about the past, the future or the present?

Do they talk about real or unreal/imaginary/hypothetical situations?

Which modal verb expresses possibility: could, would or might?

Which modal verb expresses ability: could, would or might?

Which modal verb expresses certainty: could, would or might?

3. Choose the correct word or phrase to complete the rules.

We use the third conditional to talk about hypothetical/real situations in the present/past. Instead of would have we can also use might have/could have to mean I would have been able to; and might

have/could have to mean I probably would have.

4. The third conditional is composed of two clauses or sentences: the if clause and the conditional clause.

Below write the correct form of the two clauses based on the example sentences at the top of the page.

If clause:

Conditional clause:

Which clause comes first? Is the order important?

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Appendix 2

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Appendix 3

It was a disastrous day. First I got up 15minutes late. I might have still made it in time if I had been able to get a Sevici bike. I decided to catch a taxi but I lived to regret it. It was the slowest taxi ever! If I had walked to Clic, I would’ve arrived sooner. To top it off, when I got to school, I found out that my class had been cancelled! After all, I could have stayed in bed if the reception had let me know!

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