二语习得作业
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When a Chinese learns English, it is inevitable that his or her mother tongue interferes with English learning; therefore, Chinglish results. Chinese students' English writing has been a hot issue that captures the attention of many English linguists and teachers in China and abroad.Chinglish refers to a type of errors mainly resulting from interference of Chinese language, thought or culture. Chinese and English are two quite different languages that belong to two language families. They are poles apart. However, when Chinese EFL learners study English, they do not lay enough stress on the differences between the two languages. Indeed, a certain amount of Chinglish is inevitable at certain points of the English-learning process. However, it is still one of the stickiest problems that cry out for solution.Although Chinglish is caused by interference of Chinese, we still presents that in English teaching and learning there should be a proper attitude towards Chinese (Chinese learners' first language).1/Compared with theory, practice is even more crucial. To acquire the ability of writing, students should also practice writing as much as possible under the teachers' guidance. After learning and analyzing the texts, the students may have had some ideas of their own; practicing writing at this time may provide them with opportunities to express themselves freely by using the language and the writing skills they have just learnt. We should also Encouraging students to read and listen widely. Writing skill is not independent of other language skills as reading and listening. It should go with reading and listening comprehension. Not only can massive reading and listening help learners accumulate writing sources but it also help to cultivate learners' language intuition. Reading and listening in writing classroom are understood as the appropriate input for acquisition of writing skills./ Krashen(1985) claimed that the development of writing ability and L2 proficiency both occur via comprehensive input with a low affective filter. He also theorized that writing competence derives from large amount of self-motivated reading for interest and/or for pleasure.it is necessary for those EFL learners to change their way of acquiring English vocabulary. Meanwhile, EFL teachers should prepare the students for vocabularyacquisition in an effective way._ First, EFL teachers and learners should lay stress of vocabulary acquisition on a wider range of word meanings instead of merely on the single translation equivalents given in most textbooks. And special attention should be paid to the collocation differences between the two languages in order to reduce the occurrence of Chinglish phenomena.Combining reading teaching with writing teaching in class is an effective way to impress students. Reading, especially intensive reading that is a text-centered course is the most important English course in Chinese university. In addition, for college non-English majors, their second language learning environment is undesirable and their contact with English out of class is very limited. Therefore, reading widely is another way to acquire idiomatic English, by which EFL learners can know more about English-speaking communities and English expressive waysIn effect, language environment is vital to cultivate English learners' habit of thinking and improve their English level. In classroom instruction, EFL teachers should avoid using Chinese, putting discourse teaching and situational language teaching at the first place. Students ought to be given more opportunities to practice oral English as much as possible.Based on the above analysis of Chinglish, it is obvious that Chinglish is non-standard English which is created by the negative transfer of Chinese. When Chinese EFL learners do not fully master English, they tend to use English words to express themselves based on Chinese grammar, sentence pattern or thinking mode. As an interlanguage, Chinglish is unavoidable for Chinese learners of English. It is a sticky problem affecting Chinese EFL learners' writing and crying out for solution. Nevertheless, in the acquisition of English language, both English learners and teachers should have a proper attitude towards Chinglish.On one hand, it reflects that the learners have a desire for English learning and using for it is not a common error, but an active signal. On the other hand, teachers andlearners must realize the seriousness of Chinglish and the necessity of reducing this phenomenon. After all, Chinglish is a kind of pragmatic failure. Some proper and scientific teaching and learning strategies can be used to reduce Chinglish and to improve the efficiency of English learning by EFL learners.From the research we can see that the focus of the present study is the analysis of manifestations and causes of the Chinglish in non-English majors' compositions. In the empirical study, Chinglish was identified and then classified into four categories. The number of Chinglish was counted and the most frequently occurring errors were worked out. After that, Chinglish at each level in terms of its various manifestations was discussed in detail and some causes of Chinglish were found out. In the end, some pedagogical implications on English teaching were proposed. The major findings of the present research are as follows: first, Chinglish exists at all levels of language; second, it is the most obvious in the compositions of non-English majors; third, first language transfer is the main cause of Chinglish in the compositions of non-English majors, but not the sole cause. In addition to first language interference, learners' vocabulary learning behaviors, and their writing strategy, ignorance of cultural factor and thinking modes also account for the occurrence of Chinglish. Furthermore, EFL teachers' teaching method and their competence were also taken into consideration.The findings and analysis above from present research provide a better understanding of Chinglish for both EFL teachers and learners and help to solve some specific problems concerning Chinese non-English majors' English writing. Some pedagogical implications are offered to reduce Chinglish to the greatest extent.However, there are some limitations in this research. Firstly, the number of the subjects involved in this research who are from the same university is not large enough. The research may not cover so many subjects with different English levels. Thus, the data collected may not be universal. Secondly, on account of the limitation of time and experiment and the author's ability, the analysis and classification of Chinglish may be subjective and incomplete.Thirdly, Chinglish is such a complicated phenomenon that the analysis of the causesof Chinglish by the author may be subjective. At the same time, there may be some other causes of Chinglish undetected. Further research can be done to fill up the above defects and have a deeper understanding of Chinglish. It is hoped that in the near future there will be less and less Chinglish in Chinese EFL learners' writings.结尾In the English writing teaching activities, teachers should learn how to analyze the Chinglish in student s’writings, take effective teaching strategy and help students gradually to overcome Chinese negative influences, so as to reduce Chinglish in writing and promote their writing skill.。
