Analysis of college English writing Chinese English Analysis of the causes and characteristics and c.docx
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Analysis of college English writing Chinese English Analysis of the causes and characteristics and c.docx
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AnalysisofcollegeEnglishwritingChineseEnglishAnalysisofthecausesandcharacteristicsandc
AnalysisofcollegeEnglishwritingChineseEnglishAnalysisofthecausesandcharacteristicsandcountermeasures
PaperKeywords:
Chinese-styleEnglishCollegeEnglishmigrationAbstract:
‘Chinese-styleEnglish,’CollegeEnglishwritingisacommonphenomenon,thearticleanalyzesthe‘ChinesestyleEnglish’isthemaincauseofthenegativetransferofChinese,citingthe‘Chinese-styleEnglish,’someofthefeatures,Finallydealwith‘Chinese-styleEnglish’approach.
I.Introduction
EachsemesterincollegeEnglishlanguageproficiencytestconducted,thewritingpartisnotworkingwellthestudentcompositionwhichisfullof‘Chinese-styleEnglish.’EventheEnglishstudentstowriteanessayisnotsatisfactoryasCollegeEnglishteachers,wehaveanobligationtoidentifythecausesofstudenterrors,andcorrectstudenterrors.ManyChineseandforeignscholarsbycomparison,thestructuralfeaturesofbothlanguages,foundinsecondlanguageacquisition,theacquisitionofChineselearnersofEnglishdifferentnativelanguageandEnglish,itissubjecttotheinterferenceoflearnerlanguageanditsculture.
Second,the‘ChinesestyleEnglish’isdefinedasSomescholarsbelievethat‘ChineseEnglish’isadeparturefromstandardEnglish,oralorwrittenexpressionisnotauthenticEnglish,Englishdoesnotmeettherulesandhabits,that’swaysofthinking,wayofexpressionandchoiceofwords,andwithallChinese-styleanditisdeadtranslated,hardtotranslate,wordforwordtranslationoftheresultswiththeOceanDriveBangThedifferenceisthatChinese-styleEnglishisnotthenorm,sometimesobscure,andevenpronetomisunderstanding,solanguagelearnersshouldTheyputanendtotheoutputofthelanguage‘ChineseEnglish’,stickwithstandardEnglish.Levin,said:
‘ChinaisaChinese-styleEnglish,Englishlanguagelearnersandusersduetotheinterferenceandinfluence,rigidlyappliedEnglishrulesandhabits,appearinEnglishcommunicationsub-standardEnglishornon-English,Englishcultureandcustomsofthedeformity.ThisEnglish,English-speakingcountrieswhooftencannotunderstandorisnotacceptable.‘
Third,the‘ChinesestyleEnglish’causesLanguagetransferiswritingimportantcognitivefactorsmoreEnglishandChineselanguage,ChinesebelongstoSino-Tibetanlanguage,areideographicsystem,theEnglishareIndo-European,partofletterwritingsystem.EnglishasasecondlanguageinmanywaystherearedifferenceswiththeChinese,forexample,inlanguagestructure,rhetoric,hasadifferentlearningstrategies,writingintheEnglishwayofthinkingamongtheChinesewillinevitablybereflected,whichisthenegativetransferofChinese,Chinese-styleEnglish,theabovementionednegativetransferofChineseisatypicalrepresentativeofChineseintheEnglishlanguageacquisitioninacomplexandimportantroletoplaywhenlearningtowriteEnglishpapers,theyaremoreorlessthereisacertainpressure,sotheywillbethinkingaboutwritingthedetailsinthebrainarousetheChinesesystemresources,sometimeswordforwordfromtheChineselearnerswillbetranslatedintoEnglish,thatthisisthecorrectlanguage,andsometimestheytendtousetheirnativelanguagetothinkandsolvecommunicationproblemsthatarisewhenChinesestudentswritinginEnglishwhenwriting,inter-languagemigrationisreflectedindifferentlevels,suchasvocabulary,syntaxandsentencestructure,etc.intheirtransitiontoEnglishlanguagelearningintheformationandinwritingthatoftenappearinnon-standarddialectsarespokenbythemothertongueinterferenceformed.interlingualmigrationbetweenpervasiveinforeignlanguagelearningprocessisundisputed.learnersinlearningEnglishislimitedtotheregularclassroomteachers,guidance,whiletheChineseareintheirdailylivesexposuretothelanguageallthetime.
LearnersinlearningEnglish,theyhavecompletelymasteredthelanguageatthisstage,thelearnersabilitytouseEnglishisstillprogressintheprocesswhentheChineselearnersofEnglishwritingEnglishsentences,theywanttoadapttherulesofEnglishbecausethetwolanguages,therearesomedifferencesinthesystem,theycannotyetlearnedtheirknowledgeofEnglishtoexpresstheirideasaccurately,althoughtherearemanyEnglishwordsandphrasesappearintheirbrain,theyarestillaccustomedtothinkinginChinese.whentheyencountertheminunfamiliarcircumstancesIdonotknowhowtoexpressinEnglish,theyputthelanguageinwhichtheyarefamiliarwiththeknowledgetoborrowandtransplantthemintothetargetlanguage.Inaddition,EnglishlanguagelearnersknowmuchaboutthecultureofEnglish-speakingcountries,onthelittleisknownaboutdifferencesintheirEnglishlanguagelearningisamajorobstacle.Inaddition,alimitedvocabularyhinderedtheirEnglishexpression.ThefaceoflackofnecessaryknowledgeofEnglishlearnersrelyonthelanguagefromChinesetoEnglishmigrationtocompensatefortheirowninter-defectswiththelearner’scognitivematurityandmasteryofEnglishandChineselanguages,learnerswillwanttowritelengthyarticlestoexpresstheirviews,theywillnotbeconsideredtoavoidtheunfamiliarknowledgeofstrategy,andtendtolearninwritingthenewknowledge,suchanefforttoincreasethenumberoflearnersofEnglishwritingskills,butalsotootherSomedeviationfromthestandardnativelearnersofEnglish.
Fourth,the‘ChinesestyleEnglish’feature1senseofoverlapEnglishlearnersinthelearningandcommunicationinEnglish,thesakeofsimplicity,alwaysremembertheword,whileignoringthewordsofthematch,sotheybuildoutthefollowingsentence:
(1Underthecoveroftheoldhouseroof,everythingbecomesunusuallydepressed.
(2Undertheoldhouseroof,everythingbecomesunusuallydepressed.
‘Roof’isthetopfloorcoverings,and‘cover’arealsocoveredmeans,withthe‘roof’ofthesignificanceofoverlapoccurred,so‘cover’isanunnecessaryword.Learnersknowthe‘roof’ofthemeaning,butignorethesignificanceofitsmeaning.Thefollowingexamplealsothemeaningoftheoverlapoccurred:
(1)Youdon’tstudyhard,yetyouwanttogotoOxford.Whatanimpracticalillusion!
(2)Youdon’tstudyhard,yetyouwanttogotoOxford.Whatanillusion!
FromtheOxfordAdvancedDictionary,wecanfindout‘illusion’isamisconception.Thetermincludesthequalifierhasthemeaningreferredtoonbehalfof,andthereforeslightlyoffqualifiersshouldbethestudent’sessay,therearemanysuchexamples,Forexample:
(1)Ilikereadingbooks.
(2)...ourparentspaidthemoneyforus.
Amongtheaboveexamplecontainstheobjectofaverbmeaning,inEnglish,whichtheyobjectisusuallyomitted,buttheChineseweretheobjectwasretained.Thusthesentenceshouldread:
(1)Ilikereading.
(2)...ourParentspaidforus.
(2)thedirectliteraltranslationofthewordmeaningEnglishlearnerstomastertheconceptsandlanguageassociatedwiththesemanticsystemandsotheylearnedanewwordinEnglish,usuallymappedtotheexistingconceptofthemeaningortranslationofwordswithmeaning,sometimes,itwillpromotethelearningofEnglish.Insomecases,especiallyintheEnglishsynonymsaredifferent,thelearnerhasbeentryingthroughhismemoryandthelanguageofsymbolstotranslatethenewlanguageofsymbolsintheacquisitionofnewwordswhenthebehaviorbecomesadistraction.languagelearnersmaybethesamebylookingformeaninginChinesewordsanddevelopastrategyforthedirecttranslationoftheirChinesevocabularyregardlessofwhethertheyareexpressedintheEnglishvocabularytoexpressmeaning,wetakethe‘neglect’and‘ignore’togiveexample,theChinesetranslationofthesetwowordsarethesame,buttheirconnotationandextensionofmeaningisdifferent.‘neglect’oftenreferstosomeoneorsomethingdidnotgetenoughattention,and‘ignore’oftenreferstoapersonorsomethingnoteasytobenoticed,sotheycannotarbitrarilybereplacedwitheachother,otherwiseitwillforma‘ChinesestyleEnglish’,wecanseefromthefollowingexamplesoftheirdifferences:
(1)Iignoredthisproblem,sinceIwasbusywithothertoughermatter.
(2)Heashort-spokenmanandiseasytobeneglectedinclass.
3inappropriatechoiceofwords
(1)Shedidn’tmakeafaultanyway.
(2)Shedidn’tmakeamistakeanyway.
Thereasonwhylearnersmadeexamples(1thiserrorisbecausetheyonlyunderstandthemeaningofthewordoftheextensionoftheconnotationsofthewordisnotunderstood.Thewordoftheextensionoftheconceptofmeaningfulcontentisthemeaning,andconnotationsofthewordisthewordoftheadditionalmeaningandtheimpliedmeaningoftheword.‘ChinesestyleEnglish’onlytoseizethemeaningofthewordoftheextension,whileignoringtheconnotationsoftheword,theworddidnotunderstandthetypeofcomplimentorderogatory,formalorinformal,isspokenorwrittenlanguage,suchas,alearnerdoesnotknowthe‘fat’toneimpliedbytheword,hewrotethefollowingsentence:
Thosewhoarefatshoulddoplentyofexercises.
Somepeopleseethissentencethatitiscorrect,butEnglishisthenativespeakerscannotaccept,becausethe‘fat’whenusedasanadjective,itisobviouslyaderogatoryterm,itisclearthattheexampleinthesyntaxcanbeacceptedinpragmaticscannotbeaccepted.Thissentencecouldberewrittenas:
Thosewhoareover-weightedshoulddoplentyofexercises.
Fifth,teachingsuggestionsWhenwefindthecruxoflearnerswriting,wecantaketheappropriatemethodfroma
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