1、An Analysis and Countermeasures of Chinglish in Senior High SchoolEnglish Writing from the Perspective of Negative TransferMay,31th,2014 Reasons for Choosing My Topic1.Visit to SISU2.Personal interest1.Introduction The Outline of My Thesis2.Literature Review3.Methodology and Research Design4.Results
2、 and Discussions5.ConclusionsIntroduction1.The background of the research2.The purpose and significance of the research(1)Research purpose(1.1)Investigate more about the real current situation of English teaching and find out the difficult part of Ss English writing.(1.2)Help Ss realize the differen
3、ces between the Western culture and Chinese culture and recognize some bad influences of language phenomena of L1,or Chinglish,on their English writing because of the negative transfer.3.The layout of this thesis(2)Research significance Assist Ss in overcoming Chinglish in their writing,accumulating
4、 idiomatic expressions,arousing their interest in writing and strengthening their confidence to improve their writing proficiency.Literature Review1.Chinglish and China English(1)Definition of Chinglish(2)Difference between Chinglish and China English2.Theoretical framework(1)The interlanguage theor
5、y(2)The language transfer theory(3)The error analysis theory(4)The comparative analysis theory3.Overview of Chinglish and negative transfer(1)Related studies abroad(2)Related studies at homeMethodology and Research DesignQ1:What are the manifestations of Chinglish in the senior high students English
6、 writing?Q2:What are the reasons for these manifestations of Chinglish?Q3:What kinds of teaching strategies can the English teachers adopt to tackle those problems?1.Research questions2.Subjects Second year students of senior high school3.Research methods(1)qualitative(2)quantitative 4.Research inst
7、ruments(1)Writing test(2)Questionnaire(3)Interview5.Judges of test papersThe authors mentor teacher and her US friends6.Procedures of the studyStep 1 Writing pre-testStep 2 Teaching strategiesStep 3 Writing post-testStep 4 Error identificationStep 5 QuestionnaireStep 6 Interview7.The strategies of a
8、voiding Chinglish in high school English writing(1)Cultural infiltration(2)Writing practice(3)Textual recitationTable 1 Three-month writing planResults and Discussions1.Results(1)Results from the pre-test and post-testTable 2 Interference errors of post-test and post-test at the level of lexis,morph
9、ology,syntax and discourseTable3 Students scores in the pre-test and post-test(2)Result from the questionnaireTable 4 Responses to the questionnaires on vocabulary learning behaviors and writing strategies2.Discussions(1)Discussions on pre-test and post-test(2)Discussions on manifestations of Chingl
10、ish from the writing test papersChinglish at the lexical levelChinglish at the morphological levelChinglish at the syntactic levelChinglish at the discourse level(3)Discussions on questionnaireDiscussions on vocabulary learning behaviorsDiscussions on writing strategies(4)Discussions on interviewChi
11、nglish induced by“spoon-feeding”teaching methodChinglish induced by high school English teachers undesirable English literacy Conclusions1.Major findings(1)Chinglish is most-frequently discovered students English compositions and it has much to do with Negative Transfer.And writing samples reveal th
12、at Chinglish at the lexical level is the most noticeable one.(2)Learners vocabulary learning behaviors and lack of writing strategies account for the occurrence of Chinglish.Also,the traditional teaching method and teachers inadequate language competence gives rise to Chinglish.(3)For students with
13、lower English competence,English teachers should pay more attention to developing their basic language skills to ensure that they can write grammatically correct essays.2.Pedagogical implicationsSuggestions for teachersSuggestions for students3.Limitations(1)The research time is not long enough and
14、students cannot acquire enough writing skills and practice because of the limited English teaching period and the difficulty that poses in improving writing as a productive skill.(2)The number of the subjects is not large,merely a class of 55 students,so their writing mistakes cannot represent all s
15、tudents and the experimental results may be deviated.4.Suggestions for further study(1)Getting more students involved and the coverage should be extended.(2)Types and sources of transfer errors made by other grades in senior high school can be analyzed and discussed.(3)The negative transfer of Chinese that occurs in listening,speaking and reading can be discussed.
