A Study Of College Chinglish And Its Implications For College English Teaching

Employing the procedure of error analysis, this paper has made an attempt to study College Chinglish to produce a few views of second language acquisition. The distinction between China English and Chinglish is made to obtain better understanding of College Chinglish. Besides grammatical errors of College Chinglish, the pragmatic failure is also taken into account to arouse teachers?attention to increase students?cross-cultural awareness. College Chinglish is a multi-factor language phenomenon. There should be a proper attitude toward College Chinglish. It cannot be indiscriminately viewed as the failure of English learning through literal translation sfrategy Instead, it is, in a sense, a mark of active learning behavior. College Chinglish reflects that students are active participants in the learning process and are willing to make their contributions to second language acquisition. However, measures should be adopted to reduce the interference of mother tongue with English learning. College students should try to avoid Chinglish in writing and speaking, and College English teacher should try to foster students?communicative competence. In order to develop students?cross-cultural communicative competence, the application of Interactive Appmach to College English Teaching is recommended. Correspondingly, the new textbooks are needed to enable the teachers to practice this approach, and the current testing system is needed to be reformed to orient both teaching and learning of College English. Abstract 81 This dissertation contains an introduction, five chapters and a conclusion. The introduction makes a brief presentation of the framework of the study of College Chinglish. Chapter One defines China English and Chinglish and elaborates on their distinctive features. Chapter Two discusses the definition of College Chinglish, the concept of error and the procedure for error analysis. Meanwhile, the principle about the collection and identification of samples of College Chinglish are stated. Chapter Three describes two categories of College Chinglish: grammatical errors and pragmatic failure through analyzing 41 samples collected from students?writing and speech. Chapter Four explains what are the main causes of College Chinglish. Chinese interference interacts in complex with other factors: the teacher-centered approach, the old-fashioned textbooks, the meek students, and the conservative tests. Chapter Five expounds what implications for College English Teaching might be gained from this study. It emphasizes that Interactive Approach must be adopted in College English Teaching to develop students?cross-cultural communicative competence. Finally comes the conclusion, which summarizes the main points expressed in this dissertation. The most important one is that college students should learn how to learn English efficiently with the help of the teachers.