（英语语言文学专业论文）高职高专学生英语学习中的中式英语分析及教学对策.pdf

中 文 摘 要 随着英语教学在中国的普及，中式英语现象越发受到研究者的关注，中式英 语也成了英语学习者想提高综合英语水平的最大障碍。 高职高专院校培养的是未 来社会各个领域的专业技术人才， 英语教学更要注重提高学生的实际语言应用能 力和交际能力，突出“实用”。但对英语基础本来就相对比较薄弱的高职高专学 生而言，中式英语问题就更加严重，更加普遍。 本文在实验研究的基础上，依据对比分析理论、错误分析理论和二语习得的 相关理论，分析探讨了中式英语的成因，提出了相应的教学措施，旨在提高高职 高专学生英语学习的有效性和科学性。 本实验对象是来自阳泉职业技术学院随机选择的两个班的大一专科生。 机械 制造专业的班级学生作为控制组采用相对传统的教学方法， 而另一个机电一体化 班级的学生将作为实验组用改进后的教学方法进行实验性教学。 接下来作者根据 两份调查问卷、一份学期初测试卷和一份学期末测试卷得到的实验数据，通过使 用 spss 15.0 软件和 excel 进行了一系列的比较分析和讨论。 本文由五章组成： 第一章是引言部分，主要包括本篇论文相关的研究背景、学术价值和意义、 以及组织结构。 第二章是文献综述部分。首先明确了中式英语的定义。然后简单介绍了二语 习得的一些相关，包括母语迁移理论、错误分析理论、对比分析理论和中介语理 论，这是接下来要进行的实验分析和数据讨论的理论基础。 第三章是研究方法部分。具体包括：研究问题、研究对象、研究设计和数据 采集以及研究过程介绍。 第四章是这篇论文的主要部分。通过数据分析和讨论，主要从词汇层面、句 法层面和语用层面找出原因，并相应地提出教学策略。 第五章为结论。对研究的发现做了总结而且指出了此研究中存在的问题及局 限性， 希望今后有更多的学者从事针对高职高专的中式英语的研究以便更好地服 务于外语教学。 关键词：中式英语；母语负迁移；对比分析；错误分析；教学对策 abstract with the universal education of english in china, the phenomena of chinglish attract more and more attention from researchers, and chinglish has become a great obstacle to the english learners if they would like to improve their comprehensive level of english. vocational college, aiming at educating and training professional and technical people of talent in various fields for the future society, focuses on practicing students actual linguistic proficiency and communicative competence in english teaching and learning. however, college students ability of learning english, compared with other university students, is even worse, and the chinglish problems or errors are more serious and widespread. according to the theories of contrastive analysis, error analysis, and some related second language acquisition, this thesis analyzes the causes of chinglish and puts forward the corresponding teaching methods on the basis of the data from experiment, and hopes to enhance the scientific reliability of english teaching and learning in vocational college. there are two classes of non-english-major freshmen which are randomly selected as the objective classes from yangquan vocational negative language transfer; constructive analysis; error analysis; teaching strategies a list of abbreviations efl english as a foreign language l1 first language l2 second language cg control group eg experimental group sla second language acquisition spss 15.0 statistical package for social science version 15.0 ca contrastive analysis cah contrastive analysis hypothesis ea error analysis cet 4 college english test band 4 70 承承 诺诺 书书 本人郑重声明：所呈交的学位论文，是在导师指导 下独立完成的，学位论文的知识产权属于山西大学。如 果今后以其他单位名义发表与在读期间学位论文相关的 内容，将承担法律责任。除文中已经注明引用的文献资 料外，本学位论文不包括任何其他个人或集体已经发表 或撰写过的成果。 学位论文作者（签章） ： 200 年 月 日 chapter one introduction 1 chapter one introduction 1.1 research background foreign languages are important for the successful communication between china and other countries. with the increasingly important role of china in the world，there are, inevitably, higher requirements for the learning and teaching of foreign languages. most chinese begin to learn a second language (l2) from middle school (mostly english), but the result of learning after more than at least six to seven years is disappointing. they have made their great effort in memorizing grammatical rules, a great number of vocabulary, and finishing a lot of exercise papers, but its still difficult for them to communicate successfully with others or to master it in reading and writing. dumb english and chinglish are very common. in the process of english learning, almost every chinese learner has the same experience; in the process of teaching, english teachers also have to face a lot of confusions and problems. in order to develop vocational students proficiency of english in actual communication and get ready for their future professions, practicality is given definite importance in english teaching and learning. however, compared with other university students, vocational students ability of learning english is even worse according to their unsatisfactory performance in the national examination. they are not confident and, to be exact, afraid of using english. with serious linguistic problems, they can not express themselves accurately with english, and they have no sooner any problem than rely on the mother tongue for help. single sentence pattern, grammar mistakes, poor sum of vocabulary and simple translation and plain writing symbolize their l2 with salient chinglish features. they are used to learning english or other foreign languages, which belongs to another totally different language family, with the way of learning chinese. mainly because of the interference of mother tongue，chinese culture and native thinking modes，now chinglish has been a common phenomenon that exists on college campus, which happens not only to the freshmen, but also to advanced english learners, even some english teachers. it is a serious problem to the intercultural communication, and it will certainly have negative impacts on these future professional and technical people of talent in different fields. so its urgent and meaningful to come up with some effective chinglish analysis in english learning of vocational college students and teaching methods 2 countermeasures and solutions. 1.2 significance of study there have been some studies on chinglish these years, and most of these researches have started to deal with the causes of chinglish in the written and oral english among university students. however, there are few and rare practical researches on the chinglish problems with the english learning of vocational students, who are not so efficient english learners as the average university students, and its urgently needed to find out some special and effective teaching methods to help them with their improvement of english learning. and, furthermore, the author of this thesis is devoted to analyzing the chinglish causes from the lexical level, which is more suitable for dealing with vocational students chinglish problems. this thesis includes, firstly, the causes of chinglish. chinglish is a common phenomenon in china. as a result, trying to find out the explanation of the typical causes in vocational college is practically significant to english teaching and learning. teachers, with the knowledge of chinglish causes and its errors, will make the quality of english teaching more efficient. on the other hand, students can consciously learn english in a rather proper and positive way. the second is to justify that chinglish is inevitable in the process of learning l2 and getting access to master the standard english. chinglish is totally different from china english, and chinglish errors are of difference from common linguistic errors, but on the other side chinglish can indirectly show these students active attitudes in practicing and participating in the process of english learning, and its a transitional phenomenon on the way to the mastery of english. both teachers and students should have a proper attitude towards it (sun jingfang, 2009:2). the third is that the author tries to find out some effective measures to decrease chinglish problems with vocational students, and to reduce the negative transfer for the purpose of improving english learning efficiency. the effective research methods are needed to be reinforced in practice. anyway, the author expects to make a deep analysis about chinglish in vocational students english learning so as to benefit their learning. the present study aims at awaking the vocational students, making them begin to realize the existence and influence of chinglish in their english learning and analyze its influence and causes. and its more chapter one introduction 3 important to find the solution to helping students with their english study and teachers with their efficient teaching process. 1.3 organization of the thesis this thesis consists of five chapters. chapter one provides an introduction to the writing of the thesis，including the research background，the significance of the research and the overall structure of the thesis. chapter two is the part of literature review. first is the detailed review of the definitions of chinglish. then the second is the simple presentation of some theories about second language acquisition，including language transfer, error analysis, contrastive analysis and inter-language, which are the basis for the next experimental analysis and data discussion in this thesis. chapter three states the methodology of the research, including: the research questions, the subjects, instruments and data collection, and detailed stages of the research. the fourth chapter is the main part of the thesis. there are data analysis, discussion of the causes and the specific countermeasures for dealing with the chinglish problems in this part. the fifth chapter reveals the major findings of the present study, points out the implications and limitations of this research and provides the suggestions for further studies on the chinglish phenomena in vocational college. chinglish analysis in english learning of vocational college students and teaching methods 4 chapter two literature review 2.1 brief review of chinglish 2.1.1 definition of chinglish although a comprehensive and systematic study has not been formed concerning the causes of chinglish, many scholars and researchers at home and abroad have been paying attention to this phenomenon. articles on chinglish from different angles can be found in various books and magazines. according to some scholars opinions, the definitions of chinglish are presented as following： 1) chinglish is either a speech or writing in english indicating the interference of influence of chinese. chinglish may be grammatically correct, but the choices of words or phrases and the manners of expressions do not conform to standard english usage. although chinglish can be understood sometimes, it is unacceptable. (deng yanchang, 1989) 2) chinglish is distorted english by some people who have not mastered idiomatically. (jia delin, 1990) 3) due to the influence and disturbance of chinese-thinking patterns and culture, chinese people will undoubtedly create a kind of disordered english, which is abnormal or not in accordance with expressive conventions of authentic english when they speak or write english. this kind of english is generally called chinglish. (li wenzhong, 1993) 4) chinglish is a misshapen, hybrid language that is neither english nor chinese, but it might be described as english with chinese characteristics. (john pinham, 2000) 5) chinglish is chinese-like english in structure and in diction. it may result from poor english, bad habit of chinese writing, or from uncritical way of thinking and writing in a chinese context. (li shaoming, 2003) the above definitions have some differences from each other to some extent, but all have mentioned chinglish is not the same as standard english, and all have stressed the chapter two literature review 5 relationship between chinglish and the interference of chinese. based on these definitions from different scholars and for the purpose of experiment, the author of this thesis tries a working definition of chinglish like this: a type of errors in the process of using english mainly because of interference and impact of chinese language, thoughts and cultural settings. 2.1.2 comparison of chinglish and china english china english belongs to a foreign-language variety of english, more exactly，a member of the expanding circle, used by chinese people in the communication with intercultural people in accordance with the standard english. china english can convey the things which are unique to the chinese culture or the things with chinese characteristics， but it can be understood and accepted by native speakers of english （sun jingfang, 2009: 9-10）. the following are some typical examples: 饺子: jiaozi or dumpling 功夫: kungfu 四个现代化: four modernizations 一国两制：one country, two systems 儒家思想: confucianism 四书: four books 五经: five classics these words or terms are widely accepted by native speakers of english and foreign media. china english is a positive language phenomenon, which can promote chinese culture and ideas, and help the world know china better. in contrast, however, chinglish is distorted by chinese learners in an improper way, which is the result of mechanically applying chinese grammar and structure to english. its against the english culture and social customs and therefore leads to misunderstanding in cross-cultural communication. for example, the author of this thesis is afraid that none of us will forget such a scene: at the beginning of every english lesson, our teacher steps onto the podium, and speaks to the whole class: “class begins”. then with a signal sentence made by the monitor “stand up”, all the boys and girls will address him or her in unison:” good morning, teacher”. then after the teacher responds “good morning, students”, the monitor announces again “sit down”. the scene has been repeated for chinglish analysis in english learning of vocational college students and teaching methods 6 unnumbered times, and it seems that in a rather long period we have never realized that “teacher” and “student” should not be applied in addressing expression. as a kind of inter-language, chinglish is expected to decrease or even disappear with the deepening of cross-cultural communication between china and other countries. 2.1.3 confusing “chinglish” people mountain people sea.人山人海 we two who and who？咱俩谁跟谁啊 how are you? how old are you? 怎么是你？怎么老是你？ i will give you some color to see see. 要给你点颜色瞧瞧 hello everybody! if you have something to say, then say! if you have nothing to say, go home! 有事起奏，无事退朝。 you give me stop! 你给我站住！ know is know noknow is noknow. 知之为知之，不知为不知 good good study，day day up 好好学习，天天向上 watch sister 表妹 these above typical sentences, also called “chinglish” by some chinese people, are the simple connection of chinese structure and english words, which are totally wrong. they, actually, do not belong to the plain, poor chinglish we mentioned in this thesis. as is known to everybody, chinglish usually stems from the english language deficiency of many chinese people. chinglish is so common in china that it is almost impossible not to see a public sign or some dish menu written in awkward english. sometimes it is quite amusing，raising a smile from foreign visitors，on other occasions it can be confusing. although unnoticed by people with little or no knowledge of english, the rampant using of chinglish makes the english-literate chinese feel ashamed and international people in china feel laughing. lots of examples of poor english have been taken as language examples for thousands of students to learn from everyday. sadly, it is inscrutable that some chinglish supporters have developed a strange taste for this type of poor english. they know clearly that such language cannot be regarded as english at all, but they deliberately take the other peoples mistakes as entertainment. even worse, they appeal on the internet for preservation of chinglish signs. chapter two literature review 7 unfortunately, many people still cherish the idea that its not important for people learning english to have a good command of its standards as long as they can speak and write it. but how can people understand each other without a standard? and whats the meaning in people learning non-standard english? it should be an educational principle for people to pursue the purity and standardization of a language that they learn. 2.2 related studies on chinglish ge chuangui, who first put forward the differences between chinglish and china english, says that: “as for china, things peculiar to china need to be expressed orally or in written forms whether now or in the past.”(ge,1980:91-92) he thinks that all the chinese-english translations, which can be understood by native speakers of english with explanations, such as tai-chi(太极), four books(四书), may fourth movement(五四运动), four modernizations(四个现代化),etc. are china english, not chinglish. however, ge chuangui did not discuss how to distinguish chinglish from china english (sun jingfang, 2009:9). in addition to ge, there are many other scholars made their arguments on chinglish from china english. among them, xie zhijun presents that china english is based on the standard english, and can naturally get access to english communication, but its frequency of using and the efficient level of communication are related to the level of english users. (xie zhijun, 1999:15) he ziran affirms the study value of china english in a paper concerning the summary on the pragmatic research in china (he, 1994:16). wang nongsheng (2000) comprehensively analyses the expression of chinglish， with an emphasis of its causes. in his view point，the occurrence of chinglish is due to the word-for-word rendering of new word sand expressions specific to china and repeated references to the same thing as well as redundancy. pinkham (2000) makes a research of chinglish phenomena from the point of translator and polisher. he makes an emphasis upon the manifestations of chinglish. chinglish phenomena were primarily classified into two categories， i.e.， unnecessary word and sentence structures and then these two categories are subdivided. he provides the most detailed information about the manifestations of chinglish. besides，on the basis of chinglish analysis in english learning of vocational college students and teaching methods 8 the real-life chinglish examples analyzed，we know how to recognize elements of chinglish as well as how to revise them so as to eliminate them. so