Intervening Chinglish In College Students' Writing In The Light Of Compensation Hypothesis

Based on the theory of Compensation Hypothesis, this thesis investigates two interventions on Chinglish in students'English writing. Two questions are proposed: Which intervention poses more effective influence on limiting students'Chinglish mistakes and improving the accuracy in writing? The one based on Compensation Hypothesis, or the one that just gives correct expression. Which kind of Chinglish mistakes can be intervened successfully and easily? The result shows that although the two interventions pose influence, the former one is more effective on limiting students' Chinglish mistakes. The mistakes on the level of Chinese synonyms, literal translation and logical connectives can be intervened successfully easier than redundant words and negative transfer of culture; the response of questionnaires confirms the result. The study implicates that the intervention based on the theory of Compensation Hypothesis can contextualize the linguistic forms of L2 and matches it with the relevant L2 contextual knowledge; therefore reduce the possibility of making Chinglish mistakes.