中国大学生英语作文典型中国式英语句型现象探析An Analysis of Chingiish in English compositions Written by China UniversityStudents.摘要中国式英语是英语教学中的一个语言学术语，是中国的英语学习者在未掌握规范英语前所使用的介于本族语和目的语之间的过渡语体系.中国式英语的特点是涉及到大量的汉语语言迁移和文化迁移，体现了英语学习者在学习过程中不可避免的一种心理倾向和语言现象.本文探讨的中国式英语是中国大学生在英语写作中受母语负迁移的影响而拼造出来的语法正确但不合英语语义规范或不合英语文化习惯的畸形英语.正确辨认和分析此类错误的类型和来源，对今后的外语教学以及提高学生的英语写作水平都具有十分重要的实践意义.本文旨在通过发现并描写中国式英语现象，为教师提供研究学生的学习过程、学习策略和学习步骤等方面的相关资料，从而为帮助学生克服中国式英语倾向，真正掌握规范英语作有益的探索.关键词:中国式英语;迁移;过渡语;对比分析;错误分析;文化ABSTRACTForeign Linguistics and Applied LinguisticsChinglish, a linguistic term used in English teaching, is a system of interlanguage between Chinese mother tongue and English target language used by English learners of Chinese when they haven't mastered Standard English. Chinglish is an inevitable mental disposition and linguistic phenomenon in the process of Chinese students learning English and involves a great deal of cultural and language transfer of Chinese. Chinglish discussed here is influenced by the negative transfer from the native language,semantically ill-formed but syntactically well-formed in Englishcompositions written by Chinese university students. Analysis of such kind of errors is of practical meaning to English teaching and to improve students' English writing ability.The identification and explanation of Chinglish errors provide information about the learning processes, learning strategies and learning procedures of Chinese studentslearning English. That understanding will provides the teachers with the main source of information about how Chinglish errors take place and therefore help students to overcome Chinglish and master the Standard English.Key words: Chinglish, transfer, interlanguage, contrastive analysis, error analysis, culture.Chapter 1 ChinglishIf we were to look at the English compositions written by Chinese students, we should notice that the same mistakes of grammar and vocabulary tended to recur in the language of different individuals. Even the university freshmen majoring in English, after four-month specialized training, still made the following glaring errors in their English compositions:(1)*He did not react my suggestion.(react 一react to)(2)*I come is not easy.(I come一For me to come)(3)*He always is late.(always is一is always)Apparently, they are not all the pitfalls in wording and expression when Chinese students write compositions. Anyhow, the purpose of the thesis is not to make an across-the-broad survey of the pitfalls in the English compositions written by Chinese university students. Practice makes perfect. As time goes by, glaring errors of this kind will become fewer and fewer.What the Chinese students should attach great importance to is errors which can be traced back to their mother tongue. Language is the direct reality of thought and the basic law of reality-thought-language which reflects the objective existence is in common to both English and Chinese. The universality of languages makes it possible to express the same ideas and feelings in different languages. Even though different languages have different set of linguistic symbols, they have similarities, for example, the word order of the subject and its predicate; of the transitive verb and its object andof the preposition and the objectit governs. Because of the similarities, the student will sometimes pro duce correct sentences when he ‘borrows’ from his native language. However, there are also differ ences. And this means that the ‘borrowing’by the student will not always be successful, and hence the errors. This is the problem thattroubles the Chinese students. It might be useful to begin this discussion by demonstrating the extent to which a Chinese student uses features of his native language in his attempts to write English compositions.Chapter2Chinglish is an Inevitable Mental Process and Linguistic Phenomenon2.1 Language TransferWhen learning a foreign language, an individual already knows his mother tongue. Transfer is ‘a term used by psychologists in their accounts of the way in which present learning is affected by past learning (Wilkins, 1972: 199)’. Odlin (1989) has suggested that trans fer is ‘the influence resulting from the similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired (1989: 27)’. In second language learning, this phenomenon is a very general psychological process-that of relying on prior knowledge to facilitate new learning. For thefirst place, before learning a foreign language, the experience of the learner is acquired and preserved through his native language, so these experiences will be used for the foreign language learning. For the second, the native language serves as a tool forthe foreign language learning and the knowledge and skill of the native language will be transferred to the foreign language unconsciously. Since there are equivalents, similarities and differences between the native and the foreign language in linguistic structure, social culture and logic thought, the forms of transfer during the process of learning are different, includingpositive and negative transfer.We get ‘negative transfer’ or ‘interference’ when the two languages have both similarity and difference. In this case, first-language-induced errors occur. For instance,(1) A:你昨天没有来吗?B:是的(我昨天没有来)。