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15Особенности конструкции "if + will" и ее проблемы активизации студентами с высоким уровнем владения английским языком в устной речи
Липина Анна Алексеевна,
кандидат филологических наук, доцент, ФГБОУ ВО «Российская академия народного хозяйства и государственной службы при Президенте Российской Федерации»
E-mail: anna_lipina2011@mail.ru
В работе показано, что преподавание конструкции «if + will» является сложной задачей как для учителей, так и для учащихся. Учителя должны тщательно планировать занятия по грамматическому вводу. Кроме того, им необходимо уточнить различные значения и произношение в подходящих контекстах. В результате исследования методологической составляющей преподавания данного раздела английского языка был сделан вывод о том, что учителям, вероятно, что было бы неэффективным освоение всех правил применения исследуемой конструкции. Между тем, учащиеся должны быть открыты для новых правил, которые могут показаться противоречащими. предыдущим. Кроме того, когда изучающий язык встречает данную вышеупомянутую грамматическую конструкцию, он редко распознает иллокуционную силу высказывания или видит выражение волеизъявления, направленное в сторону получателя. Поэтому при практике речи и перевода необходимо осуществлять развитие понимания нюансов общения на этом уровне.
Ключевые слова: иллокуционная сила; волеизъявление; условное придаточное; настойчивость; вежливый косвенный императив; отказ; предсказание будущего события/результата, основанного на настоящей действительности; косвенный вопрос.
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Преподавание конструкции «if + will» является сложной задачей как для преподавателей, так и для учащихся. Преподаватели должны тщательно планировать грамматические вводные сессии. Кроме того, они должны прояснить различные значения и произношение в подходящих контекстах. Преподавателям, вероятно, было бы неразумно вводить все пять значений в ходе одной и той же сессии. Тем временем студенты должны быть открыты для новых правил, которые могут показаться противоречащими предыдущим.
Helping high-level learners with understanding and using "if + will" construction
This topic is considered quite challenging for higher-level learners. There are numerous reasons for this. Firstly, when pre-advanced learners hear the subordinating conjunction "if" together with "will", their immediate reaction is that this is a grammatical mistake. This happens because learners have been taught that it is strictly prohibited to use "will" with reference to the future in conditional clauses [9, p. 273]. Apart from that, when a learner is exposed to such an utterance with the above-mentioned combination, rarely will the learner recognize the illocutionary force of the utterance or that ("will" indicates volition) the speaker is talking about the receiver's volition.
Analysis
Traditional grammar rules state that in first conditional sentences in the subordinate clause, it is impossible to use the auxiliary verb "will" when talking about future actions/events which are likely to happen. [10] (this is also true for 2nd and 3rd)
For example, 'If the weather is bad tomorrow, we won't go anywhere.' - In my opinion, the weather is likely to be bad tomorrow. In this case/condition, we won't go anywhere.
According to BNC estimations, in 85% of the cases, we obey the rule above. However, we should not forget that expert users instinctively 'play' with the language in order to transmit different meanings. As a result, the grammatical behaviour changes as well. Let us consider other meanings in detail when we can use the construction "if + will".
№ 1. We use "If + will" construction not to talk about the future possibility but to express insistence. For example:
If you will drink several bottles of wine a day, ifs no wonder you have a headache.
The transmitter of the utterance criticizes the receiver's repetitive behaviour, who insists on doing so, either on purpose or to annoy the transmitter of the
utterance. In other words, the receiver's insistence or strong-will is indicated by the using "will" which contains a high-level of modality to show that he is not going to change his behaviour. "Will" is not related to the future. Typically, this meaning is used in informal conversation.
№ 2. We use the structure "If + won't" to express refusal which typically comes the receiver's side. For example:
If he won't come to the party, we can't do anything about it.
Similar to the previous meaning, the transmitter of the utterance comments on the receiver's unwillingness at present to come to the party by using the modal verb "will" in the negative form - 'If he refuses to come...'. Usually, this meaning is used in an informal routine conversation.
№ 3. As in the other two mentioned cases, the third "If + will" usage doesn't have a conditional meaning either. In spoken service encounter English, this construction "acts as a polite indirect imperative" or indirect polite volition expressed by a transmitter [2, p. 76]. For example:
If you'll just sign here, you can easily transfer money to this account.
This situation is probably happening at a bank where the manager is asking a client to sign a document in accordance with the bank rules. To make this sentence sound even more polite 'would' can be used.
№ 4. In the fourth meaning "If + will" is used when we talk about present predictability of a future event/result [5, p. 191]. Put plainly, the use of "will" makes "the relation between the if-clause and the independent clause a matter of present" [7, p.58]. For example:
If (you think now/it is true that) it will save our
relationship, I'll try to give up gambling.
The predictability of this situation is "it will save our relationship". It is a present predictability because there is an ellipsis in the if-clause where we say "If you think now/it is true that it will save our relationship, I'll try to give up gambling". Additionally, the transmitter of an utterance implicitly asks the receiver about their volition in order to take the final decision. The modality is here part of the proposition presented in the if-clause. As in the meanings of No. 1 and 2, this construction most frequently occurs in a spoken conversation.
№ 5. In comparison with other meanings the construction "if + will" in this case does not have any modality. It represents a statement used as an indirect question. The sentence always starts with a frame like "I wonder", "I don't know", "I'm not sure", "I'd like to know", etc. For example:
I don't know if I'll be ready in time. - "Will I be ready in time?" - the direct general question.
The usage of if in this kind of sentence shows that this is an informal communicative situation. 'Whether' is used instead 'if' when we want to increase the formality.
Form
"If + will" construction occurs in compound sentences with a subordinate and the main clause.
If (1) you (2) will (3) drink (4) several bottles of wine a day (5), (6) ifs no wonder you have a headache.
"If" (1) is a subordinating conjunction or a simple subordinator which relates clauses to one another [5, p. 1011], which is followed by the subject (2) of the sentence. After this, there is "will" - a modal auxiliary verb expressing volition (3) of either a transmitter or receiver of the utterance and the content verb (4) itself with a direct object after (not obligatory) (5). We put a comma (6) when the subordinate clause is positioned before the main cause. The main clause is built on general grammatical rules depending on the context. In all the sentences with "if + will" expressing modality, clause order can change.
In the fifth meaning, instead of a subordinate clause, there is an interrogative clause, which comes only after the main clause and "will" is not a modal verb anymore. It is an auxiliary verb of the Future Simple Tense.
Phonology - Prominence
While analyzing five meanings of "if + will" construction, the most critical factor influencing the understanding and right interpretation of an utterance is prominence. Hence in sentences with meanings 1 and 2, the PROMINENT word in the subordinate clause will be the modal verb "will/won't" to express insistence or refusal in an emphatic way. Other content words are stressed accordingly. The nuclear tone will be falling because it is a statement. For instance:
If he ^ WON'T come to the PARTY, we
CAN'T do ^ ANYTHING about it. (refusal)
In the rest of the cases, only the content words will be prominent in accordance with general rules. For example:
I don't KNOW if ill be READY in TIME. The modal auxiliary verb "Will" is full while unstressed "will" is contracted to "'ll"
Learner Problems and Teaching Solutions
Issue 1 - Wrong prominence in use 1 and 2 above Prominence is considered to be 'the most important function of intonation, and almost certainly the most teachable one' [3, p. 81]. At the same time, it can be seen as the most vulnerable aspect of the language, because by stressing wrong words we can cause utter misunderstanding or a breakdown in communication. This is just the case with the "if +will" construction expressing insistence and refusal. For Russian learners it can be hard since in the Russian language almost every meaningful word is stressed.
Level: C1
Aim: to help learners use prominence in "if + will" (meaning 1 & 2) in an appropriate way Procedure:
1. Students listen to an audio of an annoyed speaker using "if + will" in meaning 1 and 2 above (Appendix 1)
2. Students give answers to several general questions to understand the topic of the listening. (listening for gist)
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3. Students receive a transcript of the listening and identify prominent words of the target structures when a teacher reads it or the recording is played. (noticing)
4. Students share their observations in an open class by discussing the meaning of each "if + will" construction together with the effect of prominence on the illocutionary force (feedback)
5. Students are presented with small situations where annoyance and refusal are expressed. The students need to rewrite the sentences using "it + will" in meaning 1 and 2 and after read them to their partners paying attention to the correct sentence stress. (production)
6. Students role-play similar situations with the focus on the prominence of "if + will" in meaning 1 and 2 (free practice)
Evaluation. According to Jenkins, 'learners seem to acquire prominence relatively quickly for receptive purposes but do not acquire it productively until considerably later' [6, p. 122]. Knowing that, the following procedure should be implemented: noticing the right prominence, drawing the connection of the prominence with the meanings of "if + will" construction, drilling of the construction and subsequent role-play similar to the recording that was used for the lesson. By coming through the stages, students will catch and reproduce the language rhythm by associating the choice of prominent words to the message they want to convey.
Issue 2 - Avoidance of "if + will" construction
When teaching pre-advanced or advanced learners, I noticed multiple times that after the grammar topic introduction students do not express willingness to start using it. This primarily happens due to the potentially ambiguous nature of the "if + will" construction. Grice notes that "ambiguity is an undesirable property of language." [4, p. 136]. Additionally, students see this topic as something hostile as it undermines their earlier firm knowledge that in an if-clause it is prohibited to use "will". In view of the above, students tend to use short simple sentences instead of compound ones. If students avoid using "if + will" construction, they can sound less emphatic.
Level: C1
Aim: to increase learners' confidence to use "if + will" structure in different contexts Procedure:
1. Students get a set of cards which indicate who is talking to whom, and where it happens. For instance, a conversation between a mother and a son at home, or a conversation in a bank between a manager and a client. Students need to come up with "if + will" sentence relying on the card information. At this stage, students work by themselves. (production) 5 2. When students finish writing sentences, they work g in pairs to compare their answers (peer feedback) £ 3. After the peer feedback, students share their ideas S with a teacher in an open class discussion, focus-£ ing on the meaning (feedback)
4. Students work in pairs to come up with a dialogue using one of the situational cards they received earlier. If a teacher sees the necessity, corrective feedback may take place after the activity finishes. (free practice) (corrective feedback) Evaluation. The focus in these activities is mainly made on communication. By using this approach, the students get the opportunity to experiment with "if + will" construction and tune themselves in those possible situations where the target grammar can occur. Student - student communication is a safe language area where they can easily correct each other. The corrective feedback [8, p. 29] can further stimulate learners' understanding and right usage of the "If + will" construction.
Issue 3 - Students are unable to recognize or confuse the functions/meanings of "if + will" construction Students frequently misunderstand and find it difficult to distinguish between the five functions/meanings of the "if + will" construction (mentioned in the analysis section). Thus when reproducing this construction and using it wrongly, it may result in broken communication (e.g. loss of illocutionary force) and a subsequent fear of using it later on. Typically, wrong interpretation occurs when students associate new language input with their old knowledge relying on the classroom experience they have already had. [11, p. 17] In my teaching practice, in almost all cases students think that it is a regular conditional sentence or a polite request, because they've come across such structures as "I would be grateful if you would...".
Level: C1
Aim: to improve recognition and awareness of the "if + will" functions Procedure:
1. After listening to several dialogues with 5 functions and discussing the content, students are asked in their pairs to match "if + will" sentences to the right functions. (language focus)
2. When the sentences are sorted, students present their ideas by justifying their choice. (feedback)
3. After the matching, students in groups of 3 are asked to create new sentences relying on their life experience. (production)
4. Students discuss their results in an open class discussion. (feedback)
5. Students choose one of the sentences they have come up with and write a dialogue (production)
6. Students present their dialogues in groups (free practice).
Evaluation. In order to tackle the mentioned issue, a dual approach is chosen. Firstly, students go through language-focused stages deductively when they get all 5 functions directly without going through a personalized rule-discovery. It is explained by the fact that the topic and the issue itself are rather challenging. After a consciousness-raising approach is used. Students look at each function in detail by discussing speakers' attitudes. In my opinion, it can facilitate a development of target grammar awareness on a broader scale and bring clarity to the learners.
Issue 4 - Students won't produce the structure "if + will" correctly
This issue is especially relevant to Russian speakers. When they first get acquainted with the first conditional, due to the negative interference of L1 Russians always use "will". To get rid of this problem, it takes a lot of time for students to accurately production of first conditional. When Russian learners increase their language level and come to the stage of learning something absolutely new about if-clauses, they cannot force themselves to use "will" after "if". As a result, it creates considerable confusion.
Level: C1
Aim: to focus attention on the "if + will" structure (e.g. in use 4) by contrasting it with the first conditional. Procedure:
1. Students get 2 dialogues. In the first dialogue first conditional is used, in the second dialogue "if + will" is used. Students read and discuss the topics. (text)
2. Afterwards, they are asked to find a sentence in both dialogues which is similar but different at the same time. (language focus)
3. The teacher gives students a list of concept-checking questions. At this stage, students work in pairs. (language focus)
4. Students discuss their answers in an open class by providing reasons for their answers (feedback)
5. Students summarize the discussion by establishing the rule for "if + will" in meaning 5 (feedback) Evaluation. As far as I am concerned, these preparatory stages before the production one are the most vital because they ensure further grammar accuracy. Consequently, an inductive/discovery approach has been selected. According to Brown [1, pp. 104105], when a student notices patterns and interconnections between grammatical structures and meanings and the way these grammatical structures work within sentences, this language input will be metacog-nitively processed and acquired.
Conclusion
In summary, the teaching of "if + will" construction is a demanding task both for teachers and learners. Teachers are required to plan grammatical input sessions thoroughly. Furthermore, they need to clarify the different meanings and pronunciation in suitable contexts. Teachers would probably be unwise to introduce all five meanings during the same session. Meanwhile, students need to be open to new rules which might appear to contradict previous ones. They also need to develop an understanding of the nuances of communication at this level.
Литература
1. Браун, Х. 2006. Принципы изучения и преподавания второго языка. Пирсон Лонгман
2. Картер, Р., Хьюз, Р., Маккарти, М. 2000. Изучение грамматики в контексте. Теория и практика грамматики для вышесреднего и продвинутого уровня. CUP.
3. Далтон, С., Зайдльхофер, Б. 1994. Произношение. Оксфорд, Oxford University Press.
4. Грис, Х. Пол (1975) «Логика и разговор». В P. Cole и J. Morgan (ред.) Синтаксис и семантика 3: Речевые акты. стр 26-40. Нью-Йорк: Академическая пресса.
5. Хаддлстон, Р. & Пуллум, Г. 2002. Кембриджская грамматика английского языка. CUP.
6. Дженкинс, Дж. 1998. Какие нормы и модели произношения для английского как международного языка? Журнал ELT 52 (2): 119-126.
7. Лич, Г. 1971 Значение и английский язык. Глагол. Лонгман
8. Норрингтон-Дэвис, Д. 2016 От правил к причинам. Павильон
9. Парротт, М. 2010. Грамматика для преподавателей английского языка. Кембридж: CUP.
10. Свон, М. 1993. Практическое использование английского языка. Издательство Оксфордского университета. Гонконг.
11. Торнбери, С. 1999. Как преподавать грамматику. Лонгмен.
HELPING HIGH-LEVEL LEARNERS WITH UNDERSTANDING AND USING "IF + WILL" CONSTRUCTION
Lipina A.A.
Russian Academy of National Economy and Public Administration
When pre-advanced learners hear the subordinating conjunction "if" together with "will", their immediate reaction is that this is a grammatical mistake. This happens because learners have been taught that it is strictly prohibited to use "will" with reference to the future in conditional clauses. Apart from that, when a learner is exposed to such an utterance with the above-mentioned combination, rarely will the learner recognize the illocutionary force of the utterance or that the speaker is talking about the receiver's volition. The teaching of "if + will" construction is a demanding task both for teachers and learners. Teachers are required to plan grammatical input sessions thoroughly. Furthermore, they need to clarify the different meanings and pronunciation in suitable contexts. Teachers would probably be unwise to introduce all five meanings during the same session. Meanwhile, students need to be open to new rules which might appear to contradict previous ones. They also need to develop an understanding of the nuances of communication at this level.
Keywords: illocutionary force, volition, conditional clause, insistence, polite indirect imperative, refusal, present predictability of a future event/result, an indirect question.
References
1. Brown, H. 2006. Principles of Second Language Learning and Teaching. Pearson Longman
2. Carter, R., Hughes, R., McCarthy, M. 2000. Exploring Grammar in Context. Grammar reference and practice upper-intermediate and advanced. CUP.
3. Dalton, C., Seidlhofer, B. 1994. Pronunciation. Oxford, Oxford University Press.
4. Grice, H. Paul (1975) "Logic and Conversation". In P. Cole and J. Morgan (eds.) Syntax and Semantics 3: Speech Acts. pp. 2640. New York: Academic Press.
5. Huddleston, R. & Pullum, G. 2002. The Cambridge Grammar of the English Language. CUP.
6. Jenkins, J. 1998. Which pronunciation norms and models for English as an International Language? ELT Journal 52(2): 119-126.
7. Leech, G. 1971 Meaning and the English. Verb Longman
8. Norrington-Davis, D. 2016 From Rules to Reasons. Pavilion
9. Parrott, M. 2010. Grammar for English language teachers. Cambridge: CUP.
10. Swan, M. 1993. Practical English Usage. Oxford University Press. Hong Kong.
11. Thornbury, S. 1999. How to teach grammar. Longman.
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