非英语专业大学生英语写作中出现的中式英语分析

1AnAnalysisofChinglishintheEnglishWritingsofNon-EnglishMajorsAbstractChinglishreferstoatypeoferrorsmainlyresultingfrominterferenceofChineselanguage,thoughtorculture.ChineseandEnglisharetwoquitedifferentlanguagesthatbelongtotwolanguagefamilies.Theyarepolesapart.However,whenChineseEFLlearnersstudyEnglish,theydonotlayenoughstressonthedifferencesbetweenthetwolanguages.Indeed,acertainamountofChinglishisinevitableatcertainpointsoftheEnglish-learningprocess.However,itisstilloneofthestickiestproblemsthatcryoutforsolution.IntheEnglishwritingteachingactivities,teachersshouldlearnhowtoanalyzetheChinglishinstudents’writings,takeeffectiveteachingstrategyandhelpstudentsgraduallytoovercomeChinesenegativeinfluences,soastoreduceChinglishinwritingandpromotetheirwritingskill.Inapplyingthetheoriesoflanguagetransfer,interlanguage,contrastiveanalysisanderroranalysis,thisthesisisanattempttodiscussthemanifestationsandthecausesofChinglishbycitingalargenumberofexamplesinthewritingsofnon-Englishmajors.Inaddition,someimplicationsareworkedoutwithanaimtobettercollegeEnglishteachingandlearninginChina.Thethesisiscomposedofsixchapters.ChapterIfirstlygivesusageneralaccountofthepresentsituationofEnglishteachingandlearningincollege,andthenpointsoutthesignificanceandtheoverallstructureofthestudy.ChapterIIconsistsfiveparts.Firstofall,itproposesthedefinitionofChinglishandgivesabriefreviewofthehistoricaldevelopmentofChinglish.Then,twoterms,ChinglishandChinaEnglish,aredifferentiated,whichhelpstoclearupthewayforthestudyofChinglish.PhenomenonofChinglishinpublicationsanddailycommunicationsarelistedtoillustrateitsuniversalityandurgencyoftheresearch.Atthelastpartofthischapter,abriefsurveyofpreviousstudiesonChinglishisconducted.ChapterIIIintroducessomerelevanttheories,whichareusedasthetheoreticalframeworkofthethesisandwillbeemployedinthestudy,includingthetheoriesoflanguagetransfer,contrastiveanalysis,erroranalysisandinterlanguage.ChapterIVistheresearchdesignandtheanalysisoftheresearchresults.TakingtheChinglishofthecompositionsofnon-Englishmajorsasexamples,thischapterisaimedtoanalyzethevariousmanifestationsandcausesofChinglish.Basedontheempiricalstudy,theauthorproposessomeconstructivepedagogicalimplicationsoncollegeEnglishteachingandlearningandexploreshowtoreduceChinglishinSLAtothelargestextentinchapterV.ChapterVIservesasaconclusion,summingupthemajorfindingsaswellasthelimitationsoftheresearch.Keywords：Chinglish，languagetransfer，mothertongueinterference，Englishwriting，secondlanguageacquisition2摘要中式英语特指受汉语的语言、思维和文化的干扰而产生的错误。由于英汉两种语言属于不同的语系,差别很大,但许多英语学习者对两种语言的差异重视不够,因而在学习者的写作中,中式英语俯拾即是,文章读起来让人感到笨拙别扭,表达不地道,意思不清晰,读者不知其所云。中式英语现象是中国非英语专业学生英语写作中存在的普遍的问题,是中国人学习英语、使用英语所必须经历的一个过渡期。然而,中式英语也是二语学习中最需要的问题之一。因此,教师在英语写作教学中要学会分析学生文章中的中式英语,采取有效的教学策略,帮助学生逐步克服汉语的负面影响,以提高学生的英语写作水平。本文运用了语言迁移理论、中介语理论、错误分析和对比分析的方法,以非英语专业大学生英语写作中出现的中式英语现象为例,分析了中式英语的各种不同的表现形式及成因,同时提出了相应的对策,旨在给大学英语教学和学习带来一些有益的启示与帮助。全文共分为六章。第一章回顾了我国大学英语教学和学习的现状,并提出了本文的研究意义和整篇论文的框架。第二章为文献综述,分为五部分。首先提出了中式英语的定义,回顾了中式英语的历史,然后对中式英语和中国英语进行了区分,接着列举了一些出现在报刊杂志及日常生活中的中式英语现象,用以说明中式英语现象的普遍性及进行此项研究的迫切性,最后对前人所做的中式英语研究进行了综述。第三章介绍了语言迁移,对比分析,错误分析及中介语等二语习得理论,为本研究提供了理论框架。第四章为研究设计与结果分析部分,以大学非英语专业学生的作文中出现的中式英语为例,分析了中式英语的各种不同的表现形式及导致中式英语现象的因素。基于这项实证研究,第五章提出了对大学英语教学的启示,探讨了如何在二语习得的过程中最大限度地减少中式英语现象。第六章为结论,对研究的发现做出了总结,并指出了此研究存在的局限性。关键词：中式英语语言迁移母语干扰英语写作二语习得3CHAPTERIIntroductionWiththeincreasingtrendofglobalizationandthedevelopmentofChina,thecommunicationbetweenChinaandothercountrieshavegrownsteadilyinvariousaspects.Foreignlanguages,Englishinparticular,areusedfrequentlyonmanydifferentoccasions.Nowadays,Englishplaysanimportantpartininternationalexchange.Consequently,Englishteachingandlearninghavebeenpaidmoreandmoreattention.Amongthefivebasiclanguageskills-listening,speaking,reading,writingandtranslating,writingplaysanimportantandindispensablerole.Servingasasignificantpartoflanguageoutputwritinghasagreateffectonlearners'expression,presentationandperformance,andthusinfluencestheextenttowhichtheyareacknowledgedincommunication.Inourcountry,mostcollegeEFLlearnershavelearnedEnglishforsixyearsatleast,someevenmorethantenyears.Theyhavereadmanytextbooks,memorizedmanyEnglishwords,graspedalotofgrammaticalrules,andevenpassedtheCET4orCET6,buttheycanjustspeakorwriteChinese-likeEnglish.ThisphenomenoniscalledChinglishthatexistsinChinese-Englishtranslation,spokenEnglishaswellasinstudents'Englishcompositions.Whilecorrectingtheirstudents'Englishcompositions,EFL(EnglishasForeignLanguage)teachersoftencomplainaboutsomanyChinglishexpressions.Forstudents,theyoftenfeelfrustratedwhentheyconductEnglishwritinginChinglishwayinsteadofinEnglishway.Chinglishhasnowbecomeaheadachebothforteachersandstudents.Insummary,Englishteachingandlearning,whichisthestickiestproblemsthatneededtobesolved,shouldnotbetakenforgrantedorneglected.Thepresentsituationrequiresanimmediateaction.41.1SignificanceofthethesisWhenaChineselearnsEnglish,itisinevitablethathisorhermothertongueinterfereswithEnglishlearning;therefore,Chinglishresults.Chinesestudents'Englishwritinghasbeenahotissuethatcapturestheat