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“She likes to learn/learning English”On Subjectless Nonfinite Clauses

as Monotransitive Variants of Verbal Complements in Philippine

English

Teri An Joy Magpale-JangRamsey Ferrer

Department of English and Applied Linguistics

De La Salle University

“She likes to learn/learning English”On Subjectless Nonfinite

Clauses as MonotransitiveVariants of Verbal

Complements in Philippine English

NON FINITE CLAUSES are clauses with TENSELESS

VERBS.

Example:

John came to GSU to get a master's degree in TESL/TEFL.

SUBJECTLESS NON FINITE CLAUSES are clauses that have the same subject as

the super ordinate clause.

Examples:

*She wants to write a novel.*She wants Ramsey to write a novel.

Monotransitivecomplementation has a

Subject-Verb-Direct Object pattern.

Example:

She wants to learn English.(S) (V) (DO)

Quirk, Greenbaum, Leech, and Svartvik (1985) highlight that in nomimal function, only two

kinds of nonfinite clauses normally occur:

the to-infinitive clause and the –ing participial clause.

This study is based on International Corpus of

English (ICE): million words of spoken and written Philippine English. ICE-PHI is a collection of the English language spoken and written texts produced by

the Filipino speakers of the language.

OBJECTIVE

This paper attempts to analyze the subjectless nonfinite clauses specifically to-infinitive and –ing participial constructions

in PhilE (Philippine English) verbal complementation.

As a rule, the to-clause gives a sense of mere “potentiality” for action, as in (3) She hoped to learn English, while the -ing

clause gives a sense of the actual “performance” of the

action itself, as in (4) She enjoyed learning English.

RESEARCH QUESTIONS

1. What are frequent patterns of use of infinitive/participial nonfinite clauses as verbal complements?

2. What are the semantic features/content of these constructions?

3. What are the discoursal functions of these constructions?

METHODOLOGY

A . A preliminary cursory analysis was done in order to find out if there were nonfinite clauses to‐infinitive and –ing participial used as verb complements in the corpus.

B. The most frequent verbs which normally occur with both to‐infinitive and –ing participle construction (eg. like, want, wish, hope, enjoy. love, try ), according to Quirk et. al (1985) were used to analyze the frequency of subjectless nonfinite clauses.

METHODOLOGY

C. The corpus was then analyzed using Antconc, a text analysis programme, and was scrutinized to obtain quantitative analysis of the most frequently used patterns of the nonfinite clauses infinitives and participles.

D. Through a tabular presentation of the most commonly occurring patterns of use, the researchers finally interpreted the semantics, discourse, and pedagogical implications of these constructions valuable for English language teaching in the Philippines.

RESULTS AND DISCUSSION

Verbsto-infinitive -ing participial

Spoken Written Total Spoken Written Total

Want 867 154 1021 0 0 0

need/s/ed 278 99 377 8 0 8

like/s/ed 546 87 363 130 1 131

try/ies/ed 298 54 352 24 2 26

love/s 75 7 82 32 1 33

hope/s/ed 14 20 34 0 0 0

wish/s/ed 15 15 30 0 0 0

enjoy/s 8 0 8 10 0 10

Example:

Dubbed as a senatoriable with a golden voice she wants to sing

away to the hearts of the Filipinos with a campaign to fight graft and reduce taxes

<ICE-PHI:S1B-029#3:1:A>

Example:

It is my mother who wants to eat sandwich.

<ICE-PHI:S1B-004#60:1:A>




Want 867 154 1021 0 0 0

need/s/ed 278 99 377 8 0 8

like/s/ed 546 87 363 130 1 131

try/ies/ed 298 54 352 24 2 26

love/s 75 7 82 32 1 33

hope/s/ed 14 20 34 0 0 0

wish/s/ed 15 15 30 0 0 0

enjoy/s 8 0 8 10 0 10

Example:

We like to encourage more and more of our entrepreneurs.

<ICE-PHI:S1B-004#60:1:A>

Example:

I like joining those kinds of seminars.

<ICE-PHI:S1B-004#60:1:A>




Want 867 154 1021 0 0 0

need/s/ed 278 99 377 8 0 8

like/s/ed 546 87 363 130 1 131

try/ies/ed 298 54 352 24 2 26

love/s 75 7 82 32 1 33

hope/s/ed 14 20 34 0 0 0

wish/s/ed 15 15 30 0 0 0

enjoy/s 8 0 8 10 0 10

Example:

We tried eating empanadas in Ilocos. <ICE-PHI:S1B-

004#60:1:A>

Example:

I love eating sinigang.<ICE-PHI:S1B-004#60:1:A>

SYNTACTIC PATTERNS

Direct Object in Interrogative Sentences

•What do you want to talk about?

<ICE-PHI:S1A-013#>

SYNTACTIC PATTERNS

Direct Object in Relative Clause

It is my mother who would want to eat sandwich. <ICE-PHI:S1B-004#60:1:A>

SYNTACTIC PATTERNS

Direct Object in Hypothetical Statements

Well if he wants to join us <&> speaker B chuckles.<ICE-PHI:S1A-037#138:1:A>

SYNTACTIC PATTERNS

[Modal + base form] + Nonfinite Clause as Direct Object

That is why we would like to encourage more and more of our entrepreneurs <indig> <ICE-PHI:S1B-004#64:1:A>

SYNTACTIC PATTERNS

[Negator + Main Verb] + Nonfinite Clause

I do not wish to delve into the issue of how and why almost two point five million Filipinos have migrated to North <ICE-PHI:S2B-025#36:2:A>

SYNTACTIC PATTERNS

[Diminisher + Main Verb] + Nonfinite Clause

You only need to buy the basil<ICE-PHI:S1A-014#8:1:A>

SYNTACTIC PATTERNS

[Main Verb+ To] as a Discourse Filler*additional feature of PhilE

But I want to I want to I want to <unclear> listen carefully<ICE-PHI:S1A-021#110:1:B>

SYNTACTIC PATTERNS

[Main Verb+ To] in a Figurative language*additional feature of PhilE

In a tight situation, try to reach the mountains where my people are. <ICE-PHI:W2F-010#122:1>

SEMANTIC FEATURES

To further analyze the semantic features of non-finite constructions, Quirk et.al (1985) consider the three classes of verbs that take both constructions:

EMOTIVE VERBSASPECTUAL VERBSRETROSPECTIVE VERBS

SEMANTIC FEATURES

EMOTIVE VERBS

Quirk et. al further recognize the use of emotive verbs (e.g. like, love, want, as “private state verbs” (pp. 256) as incompatible with the semantic meaning of progressive actions (currency). Hence, these findings likely to conclude that PhilE exhibits adherence to that of Quirk et. al’sframework on subjectless non-finite clauses.




Want 867 154 1021 0 0 0

need/s/ed 278 99 377 8 0 8

like/s/ed 546 87 363 130 1 131

try/ies/ed 298 54 352 24 2 26

love/s 75 7 82 32 1 33

hope/s/ed 14 20 34 0 0 0

wish/s/ed 15 15 30 0 0 0

enjoy/s 8 0 8 10 0 10

SEMANTIC FEATURES

EMOTIVE VERBS

EXAMPLES: (VERB “WANT”)

<ICE-PHI:S1A-072#345:1:B> I want to get a four.? I want getting a four.

<ICE-PHI:S1A-032#72:1:A> No I want to teach? No, I want teaching.

SEMANTIC FEATURES

EMOTIVE VERBS

EXAMPLES: (VERB “LIKE”)

<ICE-PHI:S1A-063#170:1:B> You know <,> I don't really like to drink hard.

<ICE-PHI:S1A-038#222:1:B> Uh uhm <,> I like wearing skirts.

SEMANTIC FEATURES

ASPECTUAL VERBSIn the context of aspectual semantic meaning, Quirk et. Al. (1985) emphasize that the association of –ing participle with the progressive aspect influences the preference where multiple activities are involved. The following examples present that the verbs like, try, love and enjoy use –ing non-finite clauses in emphasizing the “beginning, continuing, and ending” (p. 1192) contexts of actions.




Want 867 154 1021 0 0 0

need/s/ed 278 99 377 8 0 8

like/s/ed 546 87 363 130 1 131

try/ies/ed 298 54 352 24 2 26

love/s 75 7 82 32 1 33

hope/s/ed 14 20 34 0 0 0

wish/s/ed 15 15 30 0 0 0

enjoy/s 8 0 8 10 0 10

SEMANTIC FEATURES

ASPECTUAL VERBS<ICE-PHI:S2B-026#77:1:A> I like administering the medicine for high blood pressure to a patient with low blood pressure

<ICE-PHI:S1B-074#69:1:A> I try wearing your contact lens for the for at least two hours and then increase your wearing schedule by four hours.

<ICE-PHI:S1A-062#75:1:B> I love cooking pasta and uhm uhm like I said my Mom cooks.

<ICE-PHI:S1A-052#91:1:B> Oh I enjoy dealing with <O> chuckle </O> uh students like uh molding their minds or helping them become a better person.

SEMANTIC FEATURES

RETROSPECTIVE VERBSQuirk et.al (1985) limit the semantic features of retrospective verbs using the verbs forget, remember, and regret. For these three verbs, the difference between ‘potentiality’ and ‘actuality’ is extended into the past context of actions. According to Quirk et. al, the infinitive construction is used to describe an action which takes place after a mental process while a participial construction refers to a preceding action

SEMANTIC FEATURES

RETROSPECTIVE VERBSThe data of the present study yield single occurrence to the construction “remember/forget/regret + to”. This occurrence of “remember + to” is coded through this example:

<ICE-PHI:W2F-010#146:1> <quote> “ <indig> Ta </indig> Bel, can. .... can you remember to buy my father some. ... <it> kati </it> <it> kati </it> ."

SEMANTIC FEATURES

RETROSPECTIVE VERBS

However, this example does not demonstrate Quirk et.al’sdescription of a retrospective verb with an infinitive complementation. This sentence simply expresses an interrogation of possibility instead of a description of the resulted action.

SEMANTIC FEATURES

RETROSPECTIVE VERBSWith an –ing participial phrase, the findings present only two occurrences. This paper considers the following examples:

<ICE-PHI:W1A-016#108:2> I remember missing my friends; missing a place called the bamboo forest - a tiny patch of clearing

<ICE-PHI:W2B-015#32:1> I remember questioning an elderly man once about a mass in his inguinal area.

SEMANTIC FEATURES

RETROSPECTIVE VERBSQuirk et. al. (1985) emphasize that since retrospective verbs are used to express extended past actions, main verbs should be into past forms (e.g. remembered, forgot, regret). However, these examples deviate to that of Quirk et. al’s description on retrospective verbs. This paper argues that the deviation in PhilE is apparent to the speakers’ expression of their current mental state rather than a description of an extended past action.

SEMANTIC FEATURES

RETROSPECTIVE VERBS

•According to Kirby (1987, p. 24) restropective verbs are also called as “FACTIVE VERBS” in the sense that they both involve presupposition by the speaker that the information contained in the complement is true.

SEMANTIC FEATURES

RETROSPECTIVE VERBS

•In this example:<ICE-PHI:W1A-016#108:2> I remember missing my friends.? I remembered missing my friends.

The use of [verb +ed] + gerund expresses a factive feature since past actions are invariably factual as opposed to the sample sentence from the corpus.

IMPLICATIONS ON ENGLISH LANGUAGE INSTRUCTION IN THE PHILIPPINES

1. Language Awareness Tasks on ‘Actuality’ vs. ‘Potentiality’

2. Focus on Retrospective Verbs3. Traditional Approach Vs. Semantic

Approach

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