Dissimilarities Between Chinese And English Thinking Mode And Their Impact On Chinese Students' Learning Of English

The successful learning of foreign language involves many factors, such as economic influence, cultural differences, individual characters and learner's learning strategy. Among them, the national culture conditioned thinking mode is a prominent reason accounting for many failures in foreign language learning. Different thinking mode of different nations impact greatly on people's thinking, behaviors and habits; and also greatly influences the foreign language learners mastering of the target language. English, learned as a foreign language in Chinese classrooms, should not be simply treated as a course of knowledge instructing; and English learning does not necessarily mean memorizing gra ar rules, new words and sentence patterns, it means more of cultivating the learner's thinking as well as his (or her) language competence. Hence, English teaching and learning will surely involve thinking cultivating as to achieve its outmost goal.In this thesis, the author studies the impact of traditional Chinese thinking mod3 upon Chinese students' learning of English in respect of the dissimilarities between Chinese thinking the west one. Many learning difficulties in Chinese students' learning of English are closely observed in the layer of vocabulary, sentence, discourse and pragmatics of the English language in view of thinking dissimilarities. And in the end, a main viewpoint is carried as to combine the course of English learning with skill training and thinking cultivation.The thesis is divided into four parts. Part one is the introduction. Based on the three-layer-theory for languages, it is advocated to trace the origin of English learning obstacles in the thinking layer of language forming. Part two is the detailed contrasting of the Chinese national thinking mode of and the English one, differences of integrative thinking VS analytical thinking, image thinking VS abstract thinking, subjective consciousness VS objective consciousness are of the main concern. Part three is the study of the influence of traditional Chinese thinking mode upon Chinese students' learning of English in respect of thinking mode and thinking stereotype. Part four is the suggestion for English teaching and learning by putting forward a English teaching model as to combine the course of English learning with skill training and thinking cultivation.