英语学习中的汉语式英语

Abstact: This thesis mainly discusses Chinese negative transfer in English learning ---Chinglish and does some error analysis about it. Furthermore, how we look at Chinglish?And some measures we should take to correct Chinglish.

Key words:Chinglish； positive transfer ； negative transfer

中图分类号：G633.41 文献标识码：A 文章编号：1006-3315(2008)06-046-01

一、Definition of Chinglish

Li Wenzhong (1993) gives the definition of Chinglish, “Chinglish is the improper use of English in grammar and culture by Chinese learners or uses during the conversation in English, which is due to the influence of their mother tongue, and adaptation of Chinese grammatical rules and culture ”.

Chinglish is very popular among English learners in China. From English beginners to post-graducates, from English newspaper to the signs in the street or railway station, you can find Chinglish every where. Here are some examples of Chinglish.

A.Chinglish: Sorry, we have no seats now. 对不起，没座了。

Revision: Sorry, no seats available.

B. Chinglish：This cake is so delicious, please eat a little. 这蛋糕真好吃，你尝点。

Revision: The cake is so delicious. Please try some.

二、The causes of Chinglish

InnatismAccording to Chomsky, the ability to learn languages is innate. The so-called Language Acquisition Device (LAD) enables the child to make hypotheses about the structure of language in general, and about the structure of the language it is learning in particular.

Behaviourism Behaviorist explains that in L1 acquisition children were said to master their mother tongue by imitating utterances produced by adults and having their efforts at using language either rewarded or corrected. In this way children were supposed to build up a knowledge of the patterns or habits that constituted the language they were trying to learn. In Chinese, people always say “因为... ...所以... ...” , “我忘了... ...”, “关灯”, which becomes a habit. When people learn L2, these patterns interfere with SLA.

三、Some measures to correct Chinglish

In order to communicate with foreigners more successfully and effectively, it is very important and necessary for us to correct Chinglish.

A.Creating natural language environment

English teachers should encourage students to use English not only in class, but also after class or school. English teaching shouldn't be limited in classroom. Language immersion education will help the L2 learners not only talk in English, but also think in English. Reading original English novels and watching European films are both good ways to prevent Chinglish.

B.Paying more attention to the differences between the two languages

It is hard for Chinese L2 learners to pronounce “th” in the sentence “thank you,” correctly, especially at the beginning. Most of people say “sank” instead of “thank”. English teachers can focus the attention on this and let students have enough practice about it. Chinese omit a lot of articles. For example,我是学生。But in English, It is I am A student. The pronunciation of 他and 她 are the same in Chinese, while English has he and she. Many students can make mistakes about he and she.

Except the words, foreign culture should also be given more attention. “Where are you going?” “Did you have dinner?” “How much is your ring?” “How old are you?”... etc. All these sentences will beOK in Chinese. But when you talk with native speakers, they will be annoyed. English teachers need to input a lot of western culture and compare their differences in class.

SummaryIn short, the two languages Chinese and English are never at peace, they are struggling with each other during the period of SLA. While the more you learn English, the less Chinglish you will speak. According to Krashen, the learned system acts as an editor or 'monitor', making minor changes and polishing what the acquired system has produced.

Bibliography:

[1]李文中，1993，中国英语和中国式英语[J]，外语教学与研究（第4期）。

[2]Chomsky, N 1986, Knowledge of Language: Its Nature, Origin and Use, New York: Praeger

[3]Kent, D. B. 1999. Speaking in Tongues: Chinglish, Japlish and Konlish Paper Cultures.Seoul, Oct 1-3, 1999

[4]Krashen, S. D. 1985. The input hypothesis: Issues and implications. New York: Longman.