| English and Chinese belong to different language families,and there are great differences in language structure,communication habits,thinking pattern and culture.When Chinese students learn English,especially under the Chinese environment,Chinese has a great negative impact on English.Many unique features of Chinese in lexical,sentential,discoursal and pragmatic levels are always transferred to English by students intentionally or unintentionally.Chinglish,which does not conform to English expression habits,appears at both the linguistic and pragmatic levels.Chinglish,due to its own irregularity,is often not accepted by native English speakers and needs to be corrected.Therefore,based on the language transfer theory,this thesis also makes use of contrastive analysis,error analysis and interlanguage theory to explore “1.What kinds of Chinglish do senior high school students make at both the linguistic and pragmatic levels? 2.What are the main causes of Chinglish from the perspective of language transfer theory? 3.What are the pedagogical countermeasures to avoid Chinglish from the perspective of language transfer theory?” these three questions.This thesis studies Chinglish among students of two Senior 1 classes in Xinyu No.9 Middle School at both the linguistic and pragmatic levels,analyzes its causes and puts forward corresponding pedagogical countermeasures.First of all,at the linguistic level,the author made mistake statistics and analysis on students’ pre-test writing samples,and found that Chinglish accounted for the largest proportion of common mistakes in students’ writing.Therefore,the author conducted the teaching experiment to reduce Chinglish in two classes.Secondly,at the pragmatic level,the author also took students’ two English timed-writings and pragmatic competence questionnaires as research materials to collect and analyze students’ Chinglish at the pragmatic level.Thirdly,through the analysis of the interview results,the author explored the causes of Chinglish and came up with corresponding pedagogical countermeasures.Finally,after the teaching experiment,the author made statistics of Chinglish on students’ post-test writing samples and post-questionnaire.By comparing the scores of students’ two writings and two questionnaires,the author tries to understand whether the pedagogical countermeasures for Chinglish are effective.The conclusion shows that Chinglish among senior high school students exists at both the linguistic and pragmatic levels.At the linguistic level,Chinglish exists in the lexical,sentential and discoursal levels,such as redundancy,disorder of sentence order,discourse cohesion errors,etc.At the pragmatic level,Chinglish also exits,such as applying Chinese communication habits,indiscriminate use of Chinese idioms,Chinese thinking pattern and stereotyping Chinese culture.The main causes of Chinglish are that students are affected by the negative transfer of native language,and the pedagogical countermeasures to overcome the negative transfer of native language and promote the positive transfer can effectively reduce Chinglish. |
