Improving the Use of English Subjunctive Mood in Remote Conditionals: A Pedagogical Framework for Chinese Learners

This study explores the challenges Chinese learners face when using the English subjunctive mood in remote conditionals, a grammatical structure that expresses hypothetical or unreal situations. Rooted in the author's personal struggles and broader observations among Chinese postgraduate students, the paper investigates the cognitive and linguistic barriers stemming from differences between Chinese and English grammar. The study identifies key issues such as confusion between declarative and subjunctive moods, misuse of verb tenses, and modal verb errors, often caused by negative language transfer and intralingual overgeneralization. Drawing on second language acquisition theories and contrastive analysis, the paper highlights how learners' reliance on first language structures and insufficient feedback can hinder accurate subjunctive usage. The pedagogical response proposed integrates two established models: ESA (Engage, Study, Activate) and ARC (Authentic use, Restricted use, Clarification). This integrated framework emphasizes learner motivation, contextual understanding, and structured practice. By aligning teaching strategies with learners' pragmatic needs and cognitive processes, the study offers a systematic and communicative approach to improve both recognition and production of the subjunctive mood in English. The framework is designed to support more meaningful and accurate language use in academic and real-world contexts and to enhance learners' grammatical competence and communicative confidence.