The Translational Action In Chinese Students' English Writing

"Language can't be isolated from culture, and can't betray the inherited method and belief. Our nature of life was determined by these methods and beliefs." (Sapir, 1921:221) To learn a foreign language well, it seems impossible to deny the understanding of the target language society and culture. Therefore, it becomes one of the natural objectives to train students' curiosity, tolerance and flexibility to the cultural discrimination; to train students' inclination and interest to communication and keep mutual understanding with native speakers. The proficiency of English writing is only one aspect of the language capabilities, the others being listening, speaking, and reading. To learn a foreign language well, these four capabilities are essential and connected with each other. There are many differences in English and Chinese writing patterns, which may result in the negative influences on English writing of Chinese students. One of the results is the translational action in Chinese student's English writings. This paper mainly deals with the analysis of the mistakes in students' writing, found in vocabulary, Chinglish, etc. These mistakes are usually considered as "translational" behavior. It also employs the theories of linguistics and culture in the discussion of the specific cases regarded as translational behavior in the English writings of the Chinese students. The paper concludes with some measures proposed by the author for overcoming the translational action in their writings and promoting them to write authentic English compositions.The thesis is divided into five chapters. Chapter One expounds the basic theories concerning English composition. The author intends to use the theories dealing with the differences of language and culture between English and Chinese as the principle to analyze the actual errors in students' writing, with the focus on the influence of language and cultural differences in vocabulary, Chinglish, sentence-making and structures of English composition.Chapter Two is an outline of the current research results of English writing in China. It includes the author's analyses and summaries of the previous studies. Thereafter, the author points out the importance, practicality and significance of English writing in cross-cultural communication. And also a brief introduction of mistakes analysis in this thesis was given by author.Chapter Three lists quite a number of typical mistakes found in Chinese students' compositions. The author investigates into the causes that make the Chinese students unable to express their ideas in correct English. It is found that most of the mistakes come about as a result of improper choice of words, Chinglish, Chinese writing patterns, as well as translational behavior.Chapter Four analyzes students' mistakes in the light of cultural differences, especially in Chinese and English writing conventions.Chapter Five is a case study on native language interference in writing of 60 second-year English majors at Guizhou University. The major results of the study reveal that the negative transfer of native language is one major source of the errors in Chinese college students' English writing and translation from Chinese into English is one major technique in the writing process of Chinese ESL students. And they both can be reduced by proper training.Chapter Six is the conclusion of the research. The author makes some reasonable and effective suggestions in the hope of helping solve the problems found in the teaching learning of English writing in China.